电子阅读与绘本阅读对5-6岁儿童叙事表现的影响
发布时间：2018-08-18 10:34
【摘要】：叙事,即讲故事,是儿童早期阶段的重要活动,对儿童的成长和发展有重要意义。一直以来,因为具有活动化和易操作的特征,叙事成为幼儿园教学的重要组织形式。电子阅读改变了儿童单一的阅读方式,不同阅读媒介对儿童叙事的影响的研究并未获得充分关注。本研究旨在促进不同阅读媒介下儿童的叙事发展,采用实证研究的方法考察电子阅读和绘本阅读对5-6岁学前儿童叙事表现的影响。本研究选取5-6岁儿童为被试,设计三个实验,分别考察电子阅读和绘本阅读对5-6岁学前儿童叙事表现(故事理解、故事复述、故事生成)的影响,并从叙事宏观结构和微观结构两个维度考察电子阅读和绘本阅读对儿童的故事理解的影响,而对故事复述和故事生成的影响则从叙事结构、叙事顺序和叙事评价三个维度进行分析研究。研究发现:第一,在故事理解任务中,首次阅读和操作上,绘本组故事理解水平显著优于iPad组,而随着操作次数的增加,儿童操作iPad时被打断次数的减少,与动画互动次数的增加,iPad阅读理解水平逐渐提高,并明显好于绘本阅读。第二,在故事复述任务中,首次阅读和操作上,绘本组儿童的叙事结构和叙事评价显著优于iPad组,而随着操作次数的增加,儿童操作iPad时被打断次数的减少,与动画互动次数的增加,iPad组叙事结构和叙事评价逐渐表现出明显的优势;但iPad阅读干扰儿叙事逻辑顺序的把握,而绘本阅读可以更好地促进儿童叙事顺序的发展。第三,在故事生成任务中,首次生成故事时,绘本组儿童的叙事结构和叙事评价显著优于iPad组,而随着操作次数的增加,儿童操作iPad时被打断次数的减少,与动画互动次数的增加,iPad组叙事结构和叙事评价逐渐表现出明显的优势;但iPad阅读会干扰儿童对叙事顺序的把握。绘本阅读在叙事顺序上表现出明显的优势。总体来看,阅读媒介对学前儿童的叙事产生影响,但在不同的考察指标,不同的阅读时间上影响不同。这与阅读媒介的特点、儿童的信息加工方式以及叙事指标本身的特点密切相关。本研究丰富了学前儿童叙事发展的相关研究,在研究结论的基础上,尝试提出了促进学前儿童叙事表现的可行性策略,帮助教育者和家长更好地利用电子产品提高教育教学效果,在儿童故事阅读中,教师和家长应针对儿童的语言发展特点,选择适宜的故事阅读方式,促进儿童叙事表现的发展。
[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.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
[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.
【学位授予单位】：江苏师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G613.2
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