Kaschak Michael P, Connor Carol M, Dombek Jennifer L
Department of Psychology, Florida State University, Tallahassee, Florida, United States of America.
School of Education, University of California-Irvine, Irvine, California, United States of America.
PLoS One. 2017 Jan 20;12(1):e0169711. doi: 10.1371/journal.pone.0169711. eCollection 2017.
We report a design study that assessed the feasibility of Enacted Reading Comprehension (ERC), an intervention designed to teach 3rd and 4th grade students (n = 40 and 25, respectively) to use gestures to understand an increasingly abstract set of texts. Students were taught to use gestures to understand the idea of "opposing forces" in a concrete setting-the forces at play as tectonic plates move past each other-and then taught to use the gestures to understand opposing forces in more abstract situations. For example, students were taught to use gestures to understand the opposing sides of an argument, and to understand the internal conflicts that arise as individuals are faced with moral dilemmas. The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.
我们报告了一项设计研究，该研究评估了“ enacted阅读理解”（ERC）的可行性，这是一种旨在教授三、四年级学生（分别为40名和25名）使用手势来理解一系列日益抽象的文本的干预措施。学生们首先学习在具体情境中，即板块相互移动时所涉及的力，使用手势来理解“相反力量”的概念，然后学习使用这些手势来理解更抽象情境中的相反力量。例如，学生们学习使用手势来理解论点的正反两面，以及理解当个人面临道德困境时出现的内心冲突。我们设计研究的结果表明，ERC有望成为一种方法，引导学生认识到使用手势来理解文本内容，并在一系列阅读情境中运用这一策略。
