Practice Research On Improving Emotional Comprehension Ability Of Middle Class Children Through Dialogic Reading Activities

The age of 4-5 is a critical period for the development of emotional understanding in young children,and good emotional understanding is important for their growth and development.Relevant studies have shown that the skill of dialogic reading can promote the development of social-emotional skills in young children,therefore,it is of research significance to use dialogic reading activities to enhance the emotional comprehension skills of middle school children.Based on constructivist theory,the zone of most recent development and emotional intelligence theory,this study follows the principles of living and playing,and uses the steps and techniques of dialogic reading in conjunction with emotional picture books to construct and implement a series of dialogic reading activities.In order to verify the scientific validity and effectiveness of the dialogic reading programme,the experimental,observational and interview methods were used to qualitatively and quantitatively analyse the effectiveness of the programme using the Emotional Comprehension Test as an indicator.Two middle class children（40）from kindergarten X in Hefei,Anhui Province,were selected as the study participants and divided into an experimental group and a control group.A total of eight sessions of dialogic reading activity interventions were conducted for two months for the experimental group.The results of the study were analysed and discussed from two perspectives,macro and micro,respectively.On the macro level,the dialogue-based reading activities as a whole（questioning and interaction,feedback and evaluation,teaching strategies and ending）improved the children’s emotional understanding;on the micro level,the dialogue-based reading activities had an uneven impact on the dimensions of emotional understanding,with significant effects on the three dimensions of emotional regulation,wish-based and hidden emotional understanding,while the effects on the other dimensions were not The other dimensions were not significant.The final conclusion is that dialogic reading activities are effective in improving the emotional understanding of children in the middle class.In light of the study,the following educational recommendations are proposed: select appropriate emotional picture books to arouse children’s interest in reading;master conversational reading skills to promote children’s emotional understanding;integrate diverse teaching formats to stimulate children’s emotional thinking;and emphasise independent extension of reading to enhance children’s emotional learning.