本文選題：童話 + 敘事�。� 參考：《鞍山師范學(xué)院》2014年碩士論文

【摘要】：敘事能力是評價幼兒語言發(fā)展水平的重要內(nèi)容之一，重視幼兒敘事能力的培養(yǎng)，對幼兒的全面發(fā)展以及入學(xué)后的學(xué)習(xí)能力將產(chǎn)生重要意義。而具有敘事特點(diǎn)的童話故事，能夠在講述過程中提高幼兒學(xué)習(xí)和運(yùn)用語言的興趣，是促進(jìn)幼兒敘事能力發(fā)展的良好媒介。本研究考察了教師采用童話故事講述對大班幼兒敘事能力發(fā)展的影響。 本研究以鞍山市某幼兒園兩個平行大班的幼兒為干預(yù)對象，采用實(shí)驗(yàn)法研究童話故事講述對大班幼兒敘事能力的影響。本實(shí)驗(yàn)分為實(shí)驗(yàn)組與對照組，實(shí)驗(yàn)組教師采用童話故事講述方式，引導(dǎo)幼兒進(jìn)行童話故事的敘述；對照組幼兒不進(jìn)行相同的童話故事講述活動。本實(shí)驗(yàn)為期八周，通過對實(shí)驗(yàn)組與對照組前后測的數(shù)據(jù)分析，實(shí)驗(yàn)組幼兒敘事能力在至少三個維度上有明顯提高，，分別為詞匯運(yùn)用、語句的復(fù)雜性和敘事長度。對于時間詞語、敘事復(fù)雜性方面的能力，幼兒有一定提高，但是效果不顯著。 從研究結(jié)果中，我們可以得出以下結(jié)論： 1.在幼兒自身?xiàng)l件基本相同、教育背景相似的前提下，幼兒敘事能力發(fā)展沒有顯著性差異。 2.通過童話故事講述改變之前的教育環(huán)境，則原先敘事能力發(fā)展水平相似的兒童在受到干預(yù)后會有一定的發(fā)展。 3.幼兒敘事能力在有目的有計(jì)劃的教育干預(yù)下，各維度發(fā)展不均衡。 本研究僅關(guān)注了童話故事講述對幼兒敘事能力發(fā)展的影響，希望能夠激發(fā)更多有關(guān)童話故事對幼兒其他方面發(fā)展影響的研究。
[Abstract]:Narrative ability is one of the important contents in evaluating the level of children's language development. Paying attention to the cultivation of children's narrative ability will be of great significance to the all-round development of children and their learning ability after entering school. The fairy tales with narrative characteristics can improve children's interest in learning and using language in the process of narration, which is a good medium to promote the development of children's narrative ability. This study examines the influence of fairy tale narration on the development of narrative ability of children in large class. In this study, the influence of fairy tale narration on the narrative ability of children in a large kindergarten in Anshan City was studied by using the experimental method with two children in two parallel large classes as the intervention objects. The experiment was divided into experimental group and control group, the experimental group teachers used fairy tales to guide children to tell fairy tales, while the control group did not carry out the same fairy tale narration activities. The experiment lasted for eight weeks. By analyzing the data before and after the experiment group and the control group, the children's narrative ability in the experimental group was significantly improved in at least three dimensions, namely, the use of vocabulary, the complexity of sentences and the narrative length. For time words, narrative complexity, children have a certain improvement, but the effect is not significant. From the results of the study, we can draw the following conclusions: 1. There is no significant difference in the development of children's narrative ability under the premise of the same condition and similar educational background. 2. By changing the educational environment through fairy tales, children with similar levels of narrative ability will develop after intervention. 3. Children's narrative ability develops unevenly under planned educational intervention. This study only focuses on the influence of fairy tale narration on the development of children's narrative ability and hopes to inspire more research on the influence of fairy tales on other aspects of children's development.
【學(xué)位授予單位】：鞍山師范學(xué)院
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G613.3

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