摘要：In an experiment to determine the relative effectiveness of poetry activities through constructivist cooking experiences 95 children in three kindergarten classes were assigned to experimental,comparative,and control groups. The experimental group participated in 12-week units of writing poetry after cooking experiences,while the comparative group participated in writing poetry after listening to poetry. Analysis of covariance revealed differences between the mean scores of the three groups on posttests of receptive and expressive language,indicating that the children in the experimental group performed better on the tests than the children in the comparative and control groups. These results suggest that incorporating constructivist cooking into poetry instruction is an effective means of fostering the language development of young children.
关键词：poetry activities;constructivist approach;cooking experience;receptive Language;expressive Language
