对话式绘本阅读对提升智障儿童口语叙事能力的研究

发布时间：2018-03-20 23:51

本文选题：口语叙事能力　切入点：智障儿童　出处：《华东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：口语叙事能力是人类参与社会生活的基本能力,但是智障儿童存在语言、认知障碍,因此很难发展出口语叙事能力。绘本是儿童早期重要的读物,其图文一体的表现形式对儿童有很强的吸引力。儿童可通过视觉获取信息,理解故事内容。对话式阅读是近年来兴起的一种新型阅读方式,该方式能够最大程度地提高儿童对绘本内容的理解和表达,增强儿童的叙事能力。本研究旨在探讨对话式绘本阅读对于提升低年级智障儿童口语叙事能力的成效。本研究采用单一被试研究中的A-B-A'研究设计。本研究的自变量为对话式绘本阅读训练,因变量为儿童口语叙事的宏观结构能力变化和微观结构能力变化。本研究的训练材料为选编的25本绘本故事,本研究的考察工具为修订的口语叙事的宏观结构能力考量表和微观结构能力考察表。研究者通过量化的方法—视觉分析和C统计,并补充质性的方法—具体语言样本分析法和访谈资料分析法,对收集到的资料进行分析,来了解训练的成效和社会效度。研究结果显示:(1)对话式绘本阅读对智障儿童叙事宏观结构能力有即时成效和维持成效;在对具体叙事结构要素的成效上,对话式绘本阅读有效地改进了智障儿童在故事背景、主人公面对的问题和故事结果上的表现;智障儿童在解决问题的过程上的进步相对较小,尤其是在对人物内在感受的表达上仍有一定的困难。(2)对话式绘本阅读对智障儿童的词语总数、相异词语数的增加和句子表述错误的降低上有即时成效和维持成效。(3)对话式绘本阅读对三年级中度智障儿童的平均句长的增加有即时成效和维持成效,对于三年级轻度智障儿童的效果不显著。(4)在社会效度上,对话式绘本阅读能够提高智障儿童对绘本阅读的兴趣和对绘本的理解力,提高儿童自主表达的信心和叙述个人经验的能力。同时,本研究提出以下训练建议:教师要重视绘本的选择和编写,注重对智障儿童的动态评估与个别化支持,重视对智障儿童口语叙事兴趣的培养,有效地运用多种提问方式,促进智障儿童思考,提高其口语叙事能力。
[Abstract]:Oral narrative ability is the basic ability of human beings to participate in social life, but children with intellectual disabilities have language and cognitive disabilities, so it is difficult to develop oral narrative ability. Children can get information through vision and understand the content of stories. Dialogue reading is a new type of reading method that has emerged in recent years. This approach can maximize children's understanding and expression of picture book content, The purpose of this study was to explore the effect of conversational picture book reading on improving the oral narrative ability of children with intellectual disabilities in lower grades. The present study was designed by using A-B-A' research in a single subject study. Reading training for conversational picture books, The dependent variables are the changes of macro-structure ability and microstructural ability of children's oral narrative. The training materials of this study are 25 picture books selected, The research tools of this study are the revised Macro structural competence scale and the Microstructure ability scale. The researchers use quantitative methods-visual analysis and C statistics. And supplement the qualitative methods-specific language sample analysis and interview data analysis, to analyze the collected data, To understand the effectiveness and social validity of the training. The results show that the conversational picture book reading has immediate and sustained effects on the narrative macro-structure ability of children with intellectual disabilities, and on the effectiveness of specific narrative structural elements. Conversational picture book reading effectively improves the performance of children with intellectual disabilities in the context of the story, the problems the protagonist faces and the results of the story, and the children with intellectual disabilities make relatively little progress in solving the problems. In particular, there are still some difficulties in expressing the inner feelings of the characters. The increase in the number of dissimilar words and the decrease in sentence misrepresentation have immediate and maintenance effects.) Dialogical picture book reading has immediate and sustained effects on the increase of average sentence length in children with moderate mental retardation in grade 3. For children with mild mental retardation in grade 3, the effect was not significant. (4) in terms of social validity, conversational picture book reading could improve children's interest in picture book reading and their understanding of picture book. At the same time, this study proposes the following training suggestions: teachers should pay attention to the selection and writing of picture books, and focus on dynamic assessment and individualized support for children with intellectual disabilities. Attention should be paid to the cultivation of narrative interest in spoken language of children with intellectual disabilities and the effective use of various ways of asking questions in order to promote their thinking and improve their oral narrative ability.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G764

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