【摘要】：敘事,即講故事,是兒童早期階段的重要活動,對兒童的成長和發(fā)展有重要意義。一直以來,因為具有活動化和易操作的特征,敘事成為幼兒園教學的重要組織形式。電子閱讀改變了兒童單一的閱讀方式,不同閱讀媒介對兒童敘事的影響的研究并未獲得充分關注。本研究旨在促進不同閱讀媒介下兒童的敘事發(fā)展,采用實證研究的方法考察電子閱讀和繪本閱讀對5-6歲學前兒童敘事表現(xiàn)的影響。本研究選取5-6歲兒童為被試,設計三個實驗,分別考察電子閱讀和繪本閱讀對5-6歲學前兒童敘事表現(xiàn)(故事理解、故事復述、故事生成)的影響,并從敘事宏觀結構和微觀結構兩個維度考察電子閱讀和繪本閱讀對兒童的故事理解的影響,而對故事復述和故事生成的影響則從敘事結構、敘事順序和敘事評價三個維度進行分析研究。研究發(fā)現(xiàn):第一,在故事理解任務中,首次閱讀和操作上,繪本組故事理解水平顯著優(yōu)于iPad組,而隨著操作次數(shù)的增加,兒童操作iPad時被打斷次數(shù)的減少,與動畫互動次數(shù)的增加,iPad閱讀理解水平逐漸提高,并明顯好于繪本閱讀。第二,在故事復述任務中,首次閱讀和操作上,繪本組兒童的敘事結構和敘事評價顯著優(yōu)于iPad組,而隨著操作次數(shù)的增加,兒童操作iPad時被打斷次數(shù)的減少,與動畫互動次數(shù)的增加,iPad組敘事結構和敘事評價逐漸表現(xiàn)出明顯的優(yōu)勢;但iPad閱讀干擾兒敘事邏輯順序的把握,而繪本閱讀可以更好地促進兒童敘事順序的發(fā)展。第三,在故事生成任務中,首次生成故事時,繪本組兒童的敘事結構和敘事評價顯著優(yōu)于iPad組,而隨著操作次數(shù)的增加,兒童操作iPad時被打斷次數(shù)的減少,與動畫互動次數(shù)的增加,iPad組敘事結構和敘事評價逐漸表現(xiàn)出明顯的優(yōu)勢;但iPad閱讀會干擾兒童對敘事順序的把握。繪本閱讀在敘事順序上表現(xiàn)出明顯的優(yōu)勢�？傮w來看,閱讀媒介對學前兒童的敘事產(chǎn)生影響,但在不同的考察指標,不同的閱讀時間上影響不同。這與閱讀媒介的特點、兒童的信息加工方式以及敘事指標本身的特點密切相關。本研究豐富了學前兒童敘事發(fā)展的相關研究,在研究結論的基礎上,嘗試提出了促進學前兒童敘事表現(xiàn)的可行性策略,幫助教育者和家長更好地利用電子產(chǎn)品提高教育教學效果,在兒童故事閱讀中,教師和家長應針對兒童的語言發(fā)展特點,選擇適宜的故事閱讀方式,促進兒童敘事表現(xiàn)的發(fā)展。
[Abstract]:Narration, that is, storytelling, is an important activity in the early stage of children, which is of great significance to the growth and development of children. Narration has always been an important organizational form of kindergarten teaching because of its active and easy-to-operate characteristics. Electronic reading has changed children's single reading style, and the influence of different reading media on children's narration has not been paid enough attention to. The purpose of this study is to promote the narrative development of children in different reading media, and to investigate the effect of electronic reading and picture book reading on the narrative performance of children aged 5-6 years. Three experiments were designed to investigate the effects of electronic reading and picture book reading on narrative performance (story comprehension, story retelling, story generation) of children aged 5-6. The influence of electronic reading and picture book reading on children's story comprehension is investigated from the two dimensions of narrative macro structure and micro structure, while the influence on story retelling and story generation is analyzed from narrative structure. The narrative order and narrative evaluation are analyzed and studied. The results showed that: first, in the task of first reading and operation, the level of story comprehension in this group was significantly better than that in iPad group, but with the increase of the number of operations, the number of interruptions in the operation of iPad in children decreased. The increase in the number of interactions with animations increases the level of iPad reading comprehension and is significantly better than picture book reading. Secondly, in the task of story retelling, the narrative structure and narrative evaluation of the children in this group were significantly better than that of the iPad group in the first reading and operation. However, with the increase of the number of operations, the number of interruptions in the operation of iPad decreased. With the increase of the number of interaction with animation, the narrative structure and narrative evaluation of iPad group gradually showed obvious advantages, but iPad reading interfered with the grasp of children's narrative logical order, while picture book reading could better promote the development of children's narrative sequence. Thirdly, in the task of story generation, the narrative structure and narrative evaluation of the children in this group were significantly better than that of the iPad group when the story was generated for the first time, but with the increase of the number of operations, the number of interruptions in the operation of iPad decreased. With the increase of the number of interaction with animation, the narrative structure and narrative evaluation of iPad group gradually showed obvious advantages, but iPad reading interfered with children's grasp of narrative sequence. Picture book reading shows obvious advantages in narrative order. Generally speaking, reading media has an impact on the narration of preschool children, but different reading time has different influence on different indicators. This is closely related to the characteristics of reading media, children's information processing and narrative indicators themselves. This study enriches the relevant studies on the narrative development of preschool children. On the basis of the conclusions of the study, it tries to put forward feasible strategies to promote the narrative performance of preschool children. To help educators and parents better use electronic products to improve the teaching and learning effect, teachers and parents should choose appropriate story reading methods to promote the development of children's narrative performance in the reading of children's stories according to the characteristics of children's language development.
【學位授予單位】：江蘇師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G613.2

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