【摘要】：故事理解能力是兒童語言綜合運(yùn)用能力的重要內(nèi)容之一,它不但能促進(jìn)語言知識的獲得,也能促使兒童在語言認(rèn)知、社會(huì)技能和問題解決能力等方面的發(fā)展。然而大多數(shù)的聽障兒童在語言綜合運(yùn)用能力方面缺乏靈活性、發(fā)展緩慢,因此,語言綜合運(yùn)用的有效干預(yù)成為提高聽障兒童語言能力的關(guān)鍵所在。目前,國內(nèi)外缺乏專門針對兒童語言綜合運(yùn)用理解部分的評估工具,故本研究從現(xiàn)實(shí)情況出發(fā),編制了 4.0-6.5學(xué)前歲正常兒童兒童故事理解評估材料,并研究了聽障兒童故事理解的特征。具體研究內(nèi)容包括下述方面:1.學(xué)前兒放故事理解評估材料的編制及其標(biāo)準(zhǔn)化首先,綜合國內(nèi)外學(xué)者對故事理解研究的考查要素編制故事理解預(yù)實(shí)驗(yàn)評估材料,通過預(yù)實(shí)驗(yàn)最終確定包含故事人物、地點(diǎn)、時(shí)間、開端、發(fā)展、結(jié)尾、人物情感、情節(jié)預(yù)測和故事主旨9項(xiàng)指標(biāo)的兒童故事理解評估材料。然后,通過復(fù)述對故事理解的影響和故事呈現(xiàn)方式對故事理解的影響兩個(gè)實(shí)驗(yàn),確定了(在回答細(xì)節(jié)問題前)無復(fù)述和視聽結(jié)合的測試模式。最后,通過對150名正常兒童進(jìn)行標(biāo)準(zhǔn)化測試,結(jié)果顯示,本評估材料難度中等偏易,區(qū)分度0.3以上,題目與總分呈極顯著相關(guān),克隆巴赫α系數(shù)和重測信度分別為0.886、0.914*，，與皮博迪詞匯理解能力測試(中文版)相關(guān)系數(shù)為0.581,并得出4.0-6.5歲年齡段兒童故事理解的參考標(biāo)準(zhǔn)。隨著年齡的增長,正常兒童故事理解能力逐漸提高,且5歲之后,兒童故事理解能力顯著增長,直到6歲左右,趨于穩(wěn)定。在具體分析故事理解各項(xiàng)考查要素時(shí)發(fā)現(xiàn),正常兒童4.0-4.5歲最小測試年齡段人物情感、故事人物、故事主旨和故事結(jié)尾四個(gè)考查要素通過率均超過50%,因此這些故事理解考查要素相對來說比較穩(wěn)定,可作為故事理解的訓(xùn)練的切入點(diǎn)。2.學(xué)前聽障兒童故事理解的特征研究及影響因素研究通過配對樣本的比較研究發(fā)現(xiàn),30名聽障兒童的故事理解成績顯著低于生理年齡匹配組,同樣,聽障兒童的故事理解成績顯著低于使用PPVT匹配組正常兒童的故事理解成績。這表明對聽障兒童進(jìn)行康復(fù)訓(xùn)練時(shí),相比于詞語理解訓(xùn)練,故事理解應(yīng)作為獨(dú)立的康復(fù)訓(xùn)練內(nèi)容板塊。此外,通過分析聽障兒童故事理解影響因素發(fā)現(xiàn),康復(fù)時(shí)長是聽障兒童故事理解能力的重要影響因素。本研究創(chuàng)新地探討了相同生理年齡和相同詞語理解能力情況下聽障兒童故事理解的特征,探討了聽障兒童故事理解重要考查要素和影響因素,對聽障兒童故事理解臨床康復(fù)實(shí)踐具有重要指導(dǎo)意義。
[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 偽 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.
【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】：G613.3;G762

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