学前儿童故事理解评估材料的编制及其在听障儿童中的应用
发布时间：2018-08-18 11:52
【摘要】：故事理解能力是儿童语言综合运用能力的重要内容之一,它不但能促进语言知识的获得,也能促使儿童在语言认知、社会技能和问题解决能力等方面的发展。然而大多数的听障儿童在语言综合运用能力方面缺乏灵活性、发展缓慢,因此,语言综合运用的有效干预成为提高听障儿童语言能力的关键所在。目前,国内外缺乏专门针对儿童语言综合运用理解部分的评估工具,故本研究从现实情况出发,编制了 4.0-6.5学前岁正常儿童儿童故事理解评估材料,并研究了听障儿童故事理解的特征。具体研究内容包括下述方面:1.学前儿放故事理解评估材料的编制及其标准化首先,综合国内外学者对故事理解研究的考查要素编制故事理解预实验评估材料,通过预实验最终确定包含故事人物、地点、时间、开端、发展、结尾、人物情感、情节预测和故事主旨9项指标的儿童故事理解评估材料。然后,通过复述对故事理解的影响和故事呈现方式对故事理解的影响两个实验,确定了(在回答细节问题前)无复述和视听结合的测试模式。最后,通过对150名正常儿童进行标准化测试,结果显示,本评估材料难度中等偏易,区分度0.3以上,题目与总分呈极显著相关,克隆巴赫α系数和重测信度分别为0.886、0.914*，，与皮博迪词汇理解能力测试(中文版)相关系数为0.581,并得出4.0-6.5岁年龄段儿童故事理解的参考标准。随着年龄的增长,正常儿童故事理解能力逐渐提高,且5岁之后,儿童故事理解能力显著增长,直到6岁左右,趋于稳定。在具体分析故事理解各项考查要素时发现,正常儿童4.0-4.5岁最小测试年龄段人物情感、故事人物、故事主旨和故事结尾四个考查要素通过率均超过50%,因此这些故事理解考查要素相对来说比较稳定,可作为故事理解的训练的切入点。2.学前听障儿童故事理解的特征研究及影响因素研究通过配对样本的比较研究发现,30名听障儿童的故事理解成绩显著低于生理年龄匹配组,同样,听障儿童的故事理解成绩显著低于使用PPVT匹配组正常儿童的故事理解成绩。这表明对听障儿童进行康复训练时,相比于词语理解训练,故事理解应作为独立的康复训练内容板块。此外,通过分析听障儿童故事理解影响因素发现,康复时长是听障儿童故事理解能力的重要影响因素。本研究创新地探讨了相同生理年龄和相同词语理解能力情况下听障儿童故事理解的特征,探讨了听障儿童故事理解重要考查要素和影响因素,对听障儿童故事理解临床康复实践具有重要指导意义。
[Abstract]:The ability to understand stories is one of the important contents of children's comprehensive language use ability. It can not only promote the acquisition of language knowledge, but also promote the development of children's language cognition, social skills and problem-solving ability. However, the majority of children with hearing impairment lack flexibility and slow development in the comprehensive use of language. Therefore, the effective intervention of comprehensive use of language becomes the key to improve the language ability of children with hearing impairment. At present, there is a lack of evaluation tools for children's comprehensive use of language. Therefore, based on the actual situation, this study has compiled the assessment materials of 4.0-6.5 years old normal children's story comprehension. The characteristics of story comprehension of hearing-impaired children are also studied. The specific contents of the study include the following aspects: 1. The compilation and Standardization of Pre-school Story understanding Evaluation Materials first of all, synthesizing the elements of domestic and foreign scholars' research on story understanding, compiling the pre-evaluation materials for story understanding experiments, finally determining the characters and locations of stories through pre-experiment. Time, beginning, development, ending, character emotion, plot prediction, and story theme 9 indicators of children's story understanding evaluation materials. Then, through two experiments, the influence of retelling on the understanding of the story and the influence of the presentation of the story on the understanding of the story, the test model of no combination of retelling and audiovisual is established (before answering the detailed questions). Finally, 150 normal children were tested in a standardized way. The results showed that the material was of moderate difficulty and above 0.3, and the problem was significantly related to the total score. The 伪 coefficient and retest reliability of Clombach were 0.886 ~ 0.914, respectively, and the correlation coefficient with Peabody Vocabulary comprehension Test (Chinese version) was 0.581. the reference standard for story comprehension of children aged 4.0-6.5 years was obtained. With the increase of age, the ability of story comprehension of normal children gradually improved, and after 5 years of age, the ability of story comprehension of children increased significantly until the age of 6 years, and tended to be stable. In the specific analysis of the story to understand the elements of the test found that normal children 4.0-4.5 years of age test the minimum age of the characters emotional, story characters, The passing rate of the four test elements at the end of the story and the end of the story is more than 50, so these elements of understanding of the story are relatively stable and can be used as the starting point for the training of story understanding. 2. A study on the characteristics and influencing factors of Story comprehension in Preschool Children with hearing impairment through a comparative study of matched samples, it was found that 30 children with hearing impairment had significantly lower scores in story comprehension than those in the age-matched group. The score of story comprehension of children with hearing impairment was significantly lower than that of normal children using PPVT matching group. This indicates that, compared with word comprehension training, story comprehension should be regarded as an independent part of rehabilitation training for children with hearing impairment. In addition, it is found that the length of recovery is an important factor in the story comprehension of hearing-impaired children by analyzing the influencing factors of their story comprehension. This study innovatively explored the characteristics of story comprehension of children with hearing impairment under the same physiological age and the same ability to understand words, and discussed the important factors and influencing factors of story understanding of children with hearing impairment. It is of great significance for children with hearing impairment to understand the clinical rehabilitation practice.
【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】：G613.3;G762
[Abstract]:The ability to understand stories is one of the important contents of children's comprehensive language use ability. It can not only promote the acquisition of language knowledge, but also promote the development of children's language cognition, social skills and problem-solving ability. However, the majority of children with hearing impairment lack flexibility and slow development in the comprehensive use of language. Therefore, the effective intervention of comprehensive use of language becomes the key to improve the language ability of children with hearing impairment. At present, there is a lack of evaluation tools for children's comprehensive use of language. Therefore, based on the actual situation, this study has compiled the assessment materials of 4.0-6.5 years old normal children's story comprehension. The characteristics of story comprehension of hearing-impaired children are also studied. The specific contents of the study include the following aspects: 1. The compilation and Standardization of Pre-school Story understanding Evaluation Materials first of all, synthesizing the elements of domestic and foreign scholars' research on story understanding, compiling the pre-evaluation materials for story understanding experiments, finally determining the characters and locations of stories through pre-experiment. Time, beginning, development, ending, character emotion, plot prediction, and story theme 9 indicators of children's story understanding evaluation materials. Then, through two experiments, the influence of retelling on the understanding of the story and the influence of the presentation of the story on the understanding of the story, the test model of no combination of retelling and audiovisual is established (before answering the detailed questions). Finally, 150 normal children were tested in a standardized way. The results showed that the material was of moderate difficulty and above 0.3, and the problem was significantly related to the total score. The 伪 coefficient and retest reliability of Clombach were 0.886 ~ 0.914, respectively, and the correlation coefficient with Peabody Vocabulary comprehension Test (Chinese version) was 0.581. the reference standard for story comprehension of children aged 4.0-6.5 years was obtained. With the increase of age, the ability of story comprehension of normal children gradually improved, and after 5 years of age, the ability of story comprehension of children increased significantly until the age of 6 years, and tended to be stable. In the specific analysis of the story to understand the elements of the test found that normal children 4.0-4.5 years of age test the minimum age of the characters emotional, story characters, The passing rate of the four test elements at the end of the story and the end of the story is more than 50, so these elements of understanding of the story are relatively stable and can be used as the starting point for the training of story understanding. 2. A study on the characteristics and influencing factors of Story comprehension in Preschool Children with hearing impairment through a comparative study of matched samples, it was found that 30 children with hearing impairment had significantly lower scores in story comprehension than those in the age-matched group. The score of story comprehension of children with hearing impairment was significantly lower than that of normal children using PPVT matching group. This indicates that, compared with word comprehension training, story comprehension should be regarded as an independent part of rehabilitation training for children with hearing impairment. In addition, it is found that the length of recovery is an important factor in the story comprehension of hearing-impaired children by analyzing the influencing factors of their story comprehension. This study innovatively explored the characteristics of story comprehension of children with hearing impairment under the same physiological age and the same ability to understand words, and discussed the important factors and influencing factors of story understanding of children with hearing impairment. It is of great significance for children with hearing impairment to understand the clinical rehabilitation practice.
【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】：G613.3;G762
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