基于IPAD的学前儿童叙事能力研究

发布时间：2018-04-27 02:11

本文选题：叙事结构 + 叙事观点　；参考：《华东师范大学》2017年硕士论文

【摘要】：叙事是人们的谈话和表达中一种非常常见的语言形式,研究者们往往从多个角度出发对人们的叙事语言和能力进行探究,对于学前儿童来说,叙事与他们的语言发展、认知水平等都具有密切的关系,因此幼儿的叙事活动不仅富有教育意义,且具有研究价值。将学前儿童的叙事与IPAD的结合是21世纪电子技术日新月异背景下生发的全新议题,在这一背景下既能解析汉语儿童的叙事能力,又能够折射出以IPAD为代表的电子媒体对幼儿学习与发展的影响。本研究选取了南京市一所幼儿园中共计40名学前儿童作为研究对象,观察收集了这40名儿童在班级中的"IPAD自录讲故事"区角中产生的叙事语言并进行转录,对幼儿的语言在叙事结构、叙事观点和叙事顺序三个维度进行编码研究。在研究对象群体横向研究和个案纵向研究的基础上,分析学前汉语儿童在叙事结构、叙事观点和叙事顺序上的特征,揭示基于IPAD的叙事环境对学前儿童叙事语言、能力和行为的潜在影响。研究结果发现:基于IPAD的叙事既是一个能够促进学前儿童语言发展的优势语言情境,同时也是适合进行叙事的适宜叙事情境。而基于IPAD的叙事作为一种语言教育活动,引起了学前儿童的关注和兴趣。它促使幼儿更频繁更大胆地表达自我,更积极地参与到语言活动的过程中。在不断的语言运用中,幼儿的叙事表现愈佳,整体的叙事能力也有所提高。另外,就基于IPAD叙事时学前儿童表现出的叙事能力而言,整体上学前儿童呈现出的叙事能力特征更多指向了汉语儿童叙事能力上存在的普遍特征,与国外学前英语儿童在叙事结构和叙事顺序上具有跨文化的一致性,但在叙事观点上存在较大的文化差异性。与此同时,在基于IPAD叙事时,学前儿童的叙事能力还存在一些独有的特点。最后,随着年龄的增长,学前儿童的叙事结构能力、叙事观点能力和叙事顺序能力均呈现出成长的态势。因此,教育者应当关注和了解学前汉语儿童叙事能力的发展特点,合理运用IPAD为幼儿提供自由表达的机会。
[Abstract]:Narration is a very common language form in people's conversation and expression. Researchers often explore people's narrative language and ability from many angles. For preschool children, narration and their language development. Therefore, children's narrative activities are not only of educational significance, but also of research value. The combination of the narration of preschool children and IPAD is a new topic in the background of the rapid development of electronic technology in the 21st century. Under this background, the narrative ability of Chinese children can be analyzed. It also reflects the influence of electronic media, represented by IPAD, on children's learning and development. In this study, a total of 40 preschool children in a kindergarten in Nanjing were selected to observe and transcribe the narrative language produced in the corner of "IPAD storytelling" in the class. This paper studies the coding of children's language in three dimensions: narrative structure, narrative viewpoint and narrative order. On the basis of horizontal research and longitudinal case study, this paper analyzes the characteristics of preschool Chinese children's narrative structure, narrative viewpoint and narrative sequence, and reveals the narrative language of preschool children based on the narrative environment of IPAD. Potential effects of ability and behavior. The results show that the narrative based on IPAD is not only an advantageous language situation which can promote the development of preschool children's language, but also an appropriate narrative situation for narration. As a language education activity, IPAD-based narration has attracted the attention and interest of preschool children. It encourages children to express themselves more frequently and boldly and to participate more actively in language activities. In the continuous use of language, the better the child's narrative performance, the better the overall narrative ability. In addition, on the basis of the narrative ability of preschool children in IPAD narrative, the narrative ability characteristics of the whole pre-school children point to the common characteristics of Chinese children's narrative ability. There is cross-cultural consistency in narrative structure and narrative sequence between English children and foreign preschool English children, but there is a great cultural difference in narrative views. At the same time, there are some unique characteristics of preschool children's narrative ability based on IPAD narration. Finally, with the increase of age, preschool children's ability of narrative structure, narrative viewpoint and narrative sequence showed a growing trend. Therefore, educators should pay attention to and understand the development characteristics of preschool Chinese children's narrative ability, and use IPAD to provide children with the opportunity to express freely.
【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】：G613.2

【参考文献】