对话式阅读CROWD策略在促进幼儿心理理论发展中的应用路径分析

Analysis of the Application Path of Conversational Reading CROWD Strategy in Promoting the Development of Children’s Psychological Theory

摘要: 研究探讨了对话式阅读中的CROWD提示策略(完成性、回忆性、开放性、问题性、间距性)如何促进4~5岁幼儿心理理论(Theory of Mind, ToM)的发展。首先基于改进的卡西迪分析框架，确立了“心理状态的语言表征”和“错误信念的表征”两大标准，并以此为依据选取了7本富含心理理论内容的图画书作为分析样本。随后系统地剖析了五种CROWD提示策略在这些图画书阅读中的具体应用路径，通过列举实例说明了每种策略如何引导幼儿识别和推断角色的信念、意图、情绪等心理状态。最后得出结论：CROWD策略通过构建“行为–心理结果”的因果链条、训练双重表征能力、促进反事实推理等方式，能够有效提升幼儿的心理理论能力，并通过认知与情感的双向建构，实现对话式阅读教育效能的最优化。

Abstract: This study explores how CROWD prompting strategies (completion, recall, openness, questioning, and spacing) in conversational reading promote the development of Theory of Mind (ToM) in 4~5-year-old children. Firstly, based on the improved Cassidy analysis framework, two criteria were established: “verbal representation of mental state” and “representation of false beliefs”, and based on this, seven picture books rich in psychological theory were selected as analysis samples. Then, the specific application paths of the five CROWD prompting strategies in these picture book readings are systematically analyzed, and examples are used to illustrate how each strategy guides children to identify and infer the psychological states of the characters’ beliefs, intentions, emotions, etc. Finally, it is concluded that the CROWD strategy can effectively improve children’s psychological theory ability by constructing a causal chain of “behavior-psychological outcomes”, training dual representation ability, promoting counterfactual reasoning, and realizing the optimization of the effectiveness of conversational reading education through the two-way construction of cognition and emotion.