【摘要】： 敘事(narrative)，又稱說故事(story--telling)，是一種脫離語境進(jìn)行有組織表述的語言能力，是對時間上相互承接事件的敘述。 從表達(dá)的內(nèi)容來看，兒童的敘事文體有三種類型：個人生活故事，想象故事和腳本�？磮D敘事是想象故事敘事的一種主要形式，也是幼兒園教學(xué)的一項重要內(nèi)容，貫穿在各年齡幼兒的語言教學(xué)活動中，對兒童的語言、想象和思維能力，具有十分重要的促進(jìn)作用。 但是，關(guān)于漢語學(xué)前兒童看圖敘事的研究并不多見。其中，關(guān)于學(xué)前兒童看圖敘事順序能力的研究，更為少見。因此研究漢語學(xué)前兒童如何清楚、有順序地看圖敘事，發(fā)現(xiàn)其敘事順序發(fā)展特點，，成為當(dāng)務(wù)之急。 本研究選取了上海市X區(qū)和Y區(qū)兩所幼兒園的61名幼兒進(jìn)行語料樣本收集，采取問卷法、觀察法和兒童語言語言分析系統(tǒng)，通過對兒童青蛙故事敘文的分析，提煉出相關(guān)的主題和觀點，并對這些主題和觀點進(jìn)行歸納、整理和分析，在此基礎(chǔ)上形成本論文。 研究主要從敘事的事件順序、時間順序和時態(tài)詞匯的使用三方面進(jìn)行。發(fā)現(xiàn)隨著年齡增長，兒童有順序敘述圖畫故事的能力也不斷提高，但各部分的發(fā)展又各不相同。在看圖敘事的事件順序方面，兒童對于整體結(jié)構(gòu)的結(jié)局較容易掌握，次之為故事開端，對于故事的關(guān)鍵轉(zhuǎn)折情節(jié)，掌握則較為困難；在故事的主要事件敘述過程中，兒童由敘述不重要情節(jié)，發(fā)展到既敘述重要情節(jié)，又關(guān)注到不重要情節(jié)。在看圖敘事的時間順序方面，兒童對次序時間詞的使用，遠(yuǎn)遠(yuǎn)超出定位時間詞和非定位時間詞。在時態(tài)詞匯方面，“了”使用得最多，其次為“著”，最后為“過”，以此作為表達(dá)時間順序的補充。 論文基于實證進(jìn)行初步的理論研究。試圖通過問卷、錄像和觀察多種手段收集相關(guān)資料，分析漢語學(xué)前兒童看圖敘事順序能力發(fā)展特點，為幼兒語言教學(xué)提供理論上的參考和實踐上的啟示。
[Abstract]:Narrative (narrative), also known as story--telling, is a kind of language ability to express things in an organized way without context, and it is a narrative of events that take place with each other in time. There are three types of narrative style: personal life story, imagination story and script. Picture narration is one of the main forms of narrative of imaginative stories and an important part of kindergarten teaching. It runs through the language teaching activities of children of all ages and the language, imagination and thinking ability of children. Has the very important promotion function. However, there are few studies on Chinese preschool children's pictorial narration. Among them, the study of preschool children's ability to see the narrative sequence of pictures is more rare. Therefore, it is urgent to study how Chinese preschool children can clearly and sequentially look at the picture narration and find out the characteristics of its narrative sequence development. In this study, 61 young children from two kindergartens in District X and District Y of Shanghai were selected for language sample collection, questionnaire, observation and language analysis system were used to analyze the narrative of frog story of children. Abstract the relevant themes and viewpoints, and summarize, organize and analyze them, and then form this paper. The research mainly includes three aspects: the order of events, the order of time and the use of temporal vocabulary. It is found that children's ability to tell picture stories in sequence increases with age, but the development of each part is different. In view of the sequence of events in picture narration, it is easier for children to grasp the outcome of the whole structure, the second is the beginning of the story, and it is more difficult to master the key turning plot of the story. Children develop from narration of unimportant plot to both important plot and unimportant plot. In view of the chronological order of narrative, children's use of ordinal time words is far more than positioning time words and non-fixed time words. In terms of tense vocabulary, "has" is used most, followed by "Ze" and "over" as a supplement to the expression of chronological order. This paper makes a preliminary theoretical study based on empirical evidence. This paper attempts to collect relevant data by questionnaire, video and observation to analyze the characteristics of the development of Chinese preschool children's ability to read picture and narrative sequence, and to provide theoretical reference and practical enlightenment for children's language teaching.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2007
【分類號】：G613

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

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相關(guān)碩士學(xué)位論文 前7條

1 陶菊香;視覺與信息[D];南京藝術(shù)學(xué)院;2011年

2 唐超;不同認(rèn)知風(fēng)格幼兒看圖敘事研究[D];陜西師范大學(xué);2011年

3 袁碧;小班幼兒語言編碼研究[D];南京師范大學(xué);2011年

4 丁夢靜;家庭中的0-6歲嬰幼兒成長檔案研究[D];華東師范大學(xué);2010年

5 史曉華;幼兒園英語故事教學(xué)研究[D];山東師范大學(xué);2010年

6 齊童巍;記憶的修復(fù)：中國當(dāng)代原創(chuàng)圖畫書的歷史整理與闡釋[D];浙江師范大學(xué);2010年

7 張瑩;英漢學(xué)齡前兒童敘事能力對比研究[D];長沙理工大學(xué);2012年

本文編號：2141018