本文選題：口語敘事能力　切入點(diǎn)：智障兒童　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：口語敘事能力是人類參與社會生活的基本能力,但是智障兒童存在語言、認(rèn)知障礙,因此很難發(fā)展出口語敘事能力。繪本是兒童早期重要的讀物,其圖文一體的表現(xiàn)形式對兒童有很強(qiáng)的吸引力。兒童可通過視覺獲取信息,理解故事內(nèi)容。對話式閱讀是近年來興起的一種新型閱讀方式,該方式能夠最大程度地提高兒童對繪本內(nèi)容的理解和表達(dá),增強(qiáng)兒童的敘事能力。本研究旨在探討對話式繪本閱讀對于提升低年級智障兒童口語敘事能力的成效。本研究采用單一被試研究中的A-B-A'研究設(shè)計(jì)。本研究的自變量為對話式繪本閱讀訓(xùn)練,因變量為兒童口語敘事的宏觀結(jié)構(gòu)能力變化和微觀結(jié)構(gòu)能力變化。本研究的訓(xùn)練材料為選編的25本繪本故事,本研究的考察工具為修訂的口語敘事的宏觀結(jié)構(gòu)能力考量表和微觀結(jié)構(gòu)能力考察表。研究者通過量化的方法—視覺分析和C統(tǒng)計(jì),并補(bǔ)充質(zhì)性的方法—具體語言樣本分析法和訪談資料分析法,對收集到的資料進(jìn)行分析,來了解訓(xùn)練的成效和社會效度。研究結(jié)果顯示:(1)對話式繪本閱讀對智障兒童敘事宏觀結(jié)構(gòu)能力有即時成效和維持成效;在對具體敘事結(jié)構(gòu)要素的成效上,對話式繪本閱讀有效地改進(jìn)了智障兒童在故事背景、主人公面對的問題和故事結(jié)果上的表現(xiàn);智障兒童在解決問題的過程上的進(jìn)步相對較小,尤其是在對人物內(nèi)在感受的表達(dá)上仍有一定的困難。(2)對話式繪本閱讀對智障兒童的詞語總數(shù)、相異詞語數(shù)的增加和句子表述錯誤的降低上有即時成效和維持成效。(3)對話式繪本閱讀對三年級中度智障兒童的平均句長的增加有即時成效和維持成效,對于三年級輕度智障兒童的效果不顯著。(4)在社會效度上,對話式繪本閱讀能夠提高智障兒童對繪本閱讀的興趣和對繪本的理解力,提高兒童自主表達(dá)的信心和敘述個人經(jīng)驗(yàn)的能力。同時,本研究提出以下訓(xùn)練建議:教師要重視繪本的選擇和編寫,注重對智障兒童的動態(tài)評估與個別化支持,重視對智障兒童口語敘事興趣的培養(yǎng),有效地運(yùn)用多種提問方式,促進(jìn)智障兒童思考,提高其口語敘事能力。
[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.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G764

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本文編號：1641351