本文選題：童話故事表演 + 幼兒語言能力�。� 參考：《沈陽師范大學(xué)》2017年碩士論文

【摘要】：依據(jù)《3-6歲兒童學(xué)習(xí)與發(fā)展指南》中語言領(lǐng)域的要求,可將幼兒語言能力概括為幼兒的傾聽與表達(dá)和閱讀與講述兩個(gè)方面。幼兒期是幼兒語言能力發(fā)展和提升的重要時(shí)期,幼兒家長及幼兒園教師都應(yīng)特別注意對幼兒語言能力的培養(yǎng)。本研究中涉及到的童話故事表演,其角色對話、故事情節(jié)中都含有較多的語言表達(dá)成分,且是幼兒喜歡的一種活動(dòng)形式。在本研究中,研究者對20位幼兒園中班教師用開放式問卷進(jìn)行調(diào)查,通過統(tǒng)計(jì)得出排名前20的童話故事,并依據(jù)4-5歲幼兒的年齡特征、故事的新穎性、對故事的喜愛程度,以及故事表演的時(shí)間長短、可操作性,選取排名前八位的童話故事,將其改編成童話故事表演劇本。幼兒在教師的指導(dǎo)下,通過童話故事表演活動(dòng),表演人物對話、表情、動(dòng)作等,達(dá)到提升語言能力的目的。本研究選取未進(jìn)行童話故事表演的A幼兒園和B幼兒園為實(shí)驗(yàn)園,分別選取兩個(gè)平行的中班,作為兩個(gè)實(shí)驗(yàn)班和兩個(gè)對照班。人數(shù)總計(jì)116人,實(shí)驗(yàn)班和對照班分別為58人。以4-5歲幼兒的年齡特點(diǎn)和幼兒語言能力的兩個(gè)維度(傾聽與表達(dá)、閱讀與講述)為依據(jù),設(shè)計(jì)八個(gè)童話故事表演活動(dòng)方案并在實(shí)驗(yàn)班進(jìn)行教育實(shí)驗(yàn),時(shí)間為一學(xué)年,每周進(jìn)行兩次。童話故事表演在實(shí)施時(shí)分為四個(gè)環(huán)節(jié),由于幼兒語言能力無法割裂開分別進(jìn)行研究,在進(jìn)行童話故事表演的四個(gè)環(huán)節(jié)中,力求涵蓋對中班幼兒語言能力培養(yǎng)。實(shí)驗(yàn)后得到以下結(jié)論:1.童話故事表演適合促進(jìn)4-5歲幼兒語言能力的發(fā)展。2.童話故事表演促進(jìn)4-5歲幼兒語言能力水平的提升。3.童話故事表演對4-5歲幼兒語言能力各維度都有顯著影響。4.童話故事表演對4-5歲幼兒語言能力的影響沒有性別差異。
[Abstract]:According to the requirements in the field of language learning and development of children aged 3-6, the language ability of young children can be summarized as listening and expressing and reading and telling. Early childhood is an important period for the development and improvement of children's language ability. Parents and kindergarten teachers should pay special attention to the development of children's language ability. In this study, the performance of fairy tales, the role of dialogue, the story contains a lot of language elements, and it is a favorite form of activity for young children. In this study, 20 middle class teachers in kindergartens were investigated with open questionnaire, and the first 20 fairy tales were obtained by statistics. According to the age characteristics of the children aged 4-5, the novelty of the story, the degree of love for the story. And the length of time and maneuverability of the story performance, select the top eight fairy tales, and adapt them into fairy tale performance script. Under the guidance of teachers, children can improve their language ability by performing fairy tale activities, characters dialogue, expressions, movements and so on. In this study, kindergarten A and kindergarten B were selected as experimental gardens, and two parallel middle classes were chosen as two experimental classes and two control classes. The total number of 116 students was 58 in the experimental class and 58 in the control class. Based on the age characteristics of children aged 4-5 and the two dimensions of children's language ability (listening and expressing, reading and telling), eight fairy tale performance programs were designed and educational experiments were carried out in the experimental class for one school year. Twice a week. The fairy tale performance is divided into four links when it is put into practice. Because the children's language ability can not be separated and studied separately, they try to cover the training of the middle class children's language ability in the four links of the fairy tale performance. After the experiment, we got the following conclusion: 1. Fairy tale performance is suitable to promote the development of language ability of 4-5 years old children. 2. Fairy tale performance promotes the improvement of 4-5-year-old children's language ability. 3. Fairy tale performance has a significant effect on the language ability of children aged 4-5 years old. 4. 4. There is no gender difference in the effect of fairy tale performance on language ability of children aged 4-5 years.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G613.2

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