学前儿童看图叙事顺序能力研究
发布时间：2018-07-24 10:02
【摘要】： 叙事(narrative)，又称说故事(story--telling)，是一种脱离语境进行有组织表述的语言能力，是对时间上相互承接事件的叙述。 从表达的内容来看，儿童的叙事文体有三种类型：个人生活故事，想象故事和脚本。看图叙事是想象故事叙事的一种主要形式，也是幼儿园教学的一项重要内容，贯穿在各年龄幼儿的语言教学活动中，对儿童的语言、想象和思维能力，具有十分重要的促进作用。 但是，关于汉语学前儿童看图叙事的研究并不多见。其中，关于学前儿童看图叙事顺序能力的研究，更为少见。因此研究汉语学前儿童如何清楚、有顺序地看图叙事，发现其叙事顺序发展特点，，成为当务之急。 本研究选取了上海市X区和Y区两所幼儿园的61名幼儿进行语料样本收集，采取问卷法、观察法和儿童语言语言分析系统，通过对儿童青蛙故事叙文的分析，提炼出相关的主题和观点，并对这些主题和观点进行归纳、整理和分析，在此基础上形成本论文。 研究主要从叙事的事件顺序、时间顺序和时态词汇的使用三方面进行。发现随着年龄增长，儿童有顺序叙述图画故事的能力也不断提高，但各部分的发展又各不相同。在看图叙事的事件顺序方面，儿童对于整体结构的结局较容易掌握，次之为故事开端，对于故事的关键转折情节，掌握则较为困难；在故事的主要事件叙述过程中，儿童由叙述不重要情节，发展到既叙述重要情节，又关注到不重要情节。在看图叙事的时间顺序方面，儿童对次序时间词的使用，远远超出定位时间词和非定位时间词。在时态词汇方面，“了”使用得最多，其次为“着”，最后为“过”，以此作为表达时间顺序的补充。 论文基于实证进行初步的理论研究。试图通过问卷、录像和观察多种手段收集相关资料，分析汉语学前儿童看图叙事顺序能力发展特点，为幼儿语言教学提供理论上的参考和实践上的启示。
[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.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G613
本文编号：2141018
[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.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：G613
【引证文献】
相关期刊论文 前1条
1 张玉梅;;学前儿童阅读与听读文学作品的研究综述[J];内蒙古师范大学学报(哲学社会科学版);2012年03期
相关硕士学位论文 前7条
1 陶菊香;视觉与信息[D];南京艺术学院;2011年
2 唐超;不同认知风格幼儿看图叙事研究[D];陕西师范大学;2011年
3 袁碧;小班幼儿语言编码研究[D];南京师范大学;2011年
4 丁梦静;家庭中的0-6岁婴幼儿成长档案研究[D];华东师范大学;2010年
5 史晓华;幼儿园英语故事教学研究[D];山东师范大学;2010年
6 齐童巍;记忆的修复：中国当代原创图画书的历史整理与阐释[D];浙江师范大学;2010年
7 张莹;英汉学龄前儿童叙事能力对比研究[D];长沙理工大学;2012年
本文编号：2141018
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