發(fā)布時(shí)間：2021-11-26 19:26

　　近年來(lái)繼語(yǔ)音、詞匯與句法研究熱之后，有關(guān)幼兒敘事能力的研究正在逐漸受到學(xué)者的重視。幼兒在敘事過(guò)程中需將已習(xí)得的基本語(yǔ)言能力、認(rèn)知能力和各種知識(shí)充分糅合，并在敘述過(guò)程中展現(xiàn)出其長(zhǎng)期記憶、短期記憶和工作記憶能力，自我認(rèn)可和社會(huì)交往等多種能力。研究表明，幼兒敘事能力和日后的讀寫(xiě)能力有密切的關(guān)系；針對(duì)幼兒敘事能力的研究對(duì)幼兒語(yǔ)言障礙癥的診斷和治療具有指導(dǎo)意義；幼兒敘事篇章有別于成人敘事篇章，而且具有漸變性、階段性和文化特異性等特點(diǎn)，這些研究對(duì)學(xué)前幼兒語(yǔ)言教育、低年級(jí)語(yǔ)文教育和學(xué)前師范教育都有重要的意義。本研究立足于語(yǔ)言學(xué)基礎(chǔ)，結(jié)合心理學(xué)、教育學(xué)等學(xué)科的理論，以漢語(yǔ)普通話語(yǔ)境下的4-6歲學(xué)前幼兒作為研究對(duì)象，應(yīng)用Labov的篇章要素理論和Halliday的語(yǔ)篇銜接手段分析理論，結(jié)合兒童句法能力測(cè)評(píng)的常用手段，從宏觀和微觀兩方面入手，采取縱向研究的方法，結(jié)合質(zhì)性研究與量性研究、群案研究與個(gè)案研究的方法分析了漢語(yǔ)普通話語(yǔ)境下學(xué)前幼兒敘事語(yǔ)言的階段性特點(diǎn)，總結(jié)了其發(fā)展軌跡。本研究首先收集群案歷時(shí)語(yǔ)料，在三個(gè)不同的幼兒園選取4歲幼兒各10人，按照教育實(shí)驗(yàn)的實(shí)踐方法收集他們的個(gè)人經(jīng)歷敘事語(yǔ)料，每半年收集一... 

【文章來(lái)源】：上海外國(guó)語(yǔ)大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：204 頁(yè)

【學(xué)位級(jí)別】：博士

【文章目錄】：
Acknowledgements
摘要
Abstract
Abbreviations
List of Figures
List of Tables
Contents
Introduction
Chapter One Reviews of Literature on Narrative Performance
    1.1 Introduction
    1.2 Research on Development of Children’s Language
        1.2.1 Observational Approach vs. Logical Approach
        1.2.2 Functionalism
        1.2.3 Cognitive Approach
        1.2.4 Dynamic Systems Theory
        1.2.5 Summary and Review
    1.3 Research on Development of Children’s Narrative Skills
        1.3.1 Definition and Characteristics of Narrative
        1.3.2 Children’s Narratives
        1.3.3 Narrative Macrostructure
        1.3.4 Narrative Microstructure
    1.4 The Present Study
Chapter Two Research Design
    2.1 Introduction
    2.2 Research Questions
    2.3 Group Case Data Collection
        2.3.1 Subjects
        2.3.2 Data Collection
    2.4 Individual Case Data Collection
        2.4.1 Subject
        2.4.2 Data Collection
    2.5 Data Transcription
        2.5.1 Principles
        2.5.2 Marks
    2.6 Measures
        2.6.1 Measure One: Coding of Macro-structural Dimensions
        2.6.2 Measure Two: Coding of Micro-structural Dimensions
        2.6.3 Summary
    2.7 Reliability of Coding
    2.8 Summary
Chapter Three Macro-structural Analysis on Group Case Data
    3.1 Introduction
    3.2 An Overview about Development of Macro-structure
    3.3 Development of Orientation
        3.3.1 Introduction
        3.3.2 Development Pattern
        3.3.3 Development Characteristics
        3.3.4 Summary
    3.4 Development of CA
        3.4.1 Introduction
        3.4.2 Development Pattern
        3.4.3 Development Characteristic
        3.4.4. Summary
    3.5 Development of Evaluation
        3.5.1 Introduction
        3.5.2 Development Pattern
        3.5.3 Development Characteristic
        3.5.4 Summary
    3.6 Development of Dialogue
        3.6.1 Introduction
        3.6.2 Development Pattern
        3.6.3 Development Characteristics
        3.6.4 Summary
    3.7 Conclusion
Chapter Four Micro-structural Analysis on Group Case Data
    4.1 Introduction
    4.2 An Overview about Development of Micro-structure
    4.3 Development of Reference
        4.3.1 Introduction
        4.3.2 Development Pattern
        4.3.3 Development Characteristics
        4.3.4 Summary
    4.4 Development of Ellipsis
        4.4.1 Introduction
        4.4.2 Development Pattern
        4.4.3 Development Characteristics
        4.4.4 Summary
    4.5 Development of MLU and MLU5
        4.5.1 Introduction
        4.5.2 Development Pattern
        4.5.3 Development Characteristics
        4.5.4 Summary
    4.6 Development of Complex Sentences
        4.6.1 Introduction
        4.6.2 Development Pattern
        4.6.3 Development Characteristics
        4.6.4 Ran2hou4 / Hai2
        4.6.5 Summary
    4.7 Summary
Chapter Five Analysis on Individual Case Data
    5.1 Introduction
    5.2 Macro-structural Development of Single Child’s NarrativeAbility
        5.2.1 Overview
        5.2.2 Comparison of Macro-structural Dimensions between Two Sets of Data at 48m
        5.2.3 Comparison of Macro-structural Dimensions between Two sets of Data at 54m
        5.2.4 Comparison of Macro-structural Dimensions between Two Sets of Data at 60m
        5.2.5 Comparison of Macro-structural Dimensions between Two Sets of Data at 66m
        5.2.6 Comparison of Macro-structural Dimensions between Two Sets of Data at 72m
        5.2.7 Summary
    5.3 Micro-structural Development of Single Child’s Narrative
        5.3.1 Overview
        5.3.2 Comparison of Micro-structural Dimensions between Two sets of Data at 48m
        5.3.3 Comparison of Micro-structural Dimensions between Two Sets of Data at 54m
        5.3.4 Comparison of Micro-structural Dimensions between Two Sets of Data at 60m
        5.3.5 Comparison of Micro-structural Dimensions between Two Sets of Data at 66m
        5.3.6 Comparison of Micro-structural Dimensions between Two Sets of Data at 72m
        5.3.7 Comparison of Ran2hou4 between Two Sets of Data through the Study
    5.4 Summary
Chapter Six Conclusion
    6.1 Findings on Macro-structural Development of Preschool Children’s Narrative Abilities
    6.2 Findings on Micro-structural Development of Pre-school Children’s Narrative Abilities
    6.3 Implications of Findings
    6.4 Suggestion for Future Study
    6.6 Conclusion
Bibliography
Appendix 1
Appendix 2


【參考文獻(xiàn)】：
期刊論文
[1]流動(dòng)兒童在城市入學(xué)的語(yǔ)言適應(yīng)——以關(guān)中方言為例[J]. 李琳.  社會(huì)科學(xué)家. 2012(02)
[2]7歲兒童語(yǔ)言表達(dá)的影響因素分析[J]. 劉志軍,陳會(huì)昌.  心理科學(xué). 2005(05)
[3]語(yǔ)法調(diào)查與研究中的從屬小句問(wèn)題[J]. 劉丹青.  當(dāng)代語(yǔ)言學(xué). 2005(03)
[4]論語(yǔ)言運(yùn)用與語(yǔ)言獲得[J]. 李宇明.  語(yǔ)言文字應(yīng)用. 2000(03)
[5]漢語(yǔ)句法的靈活性和句法理論[J]. 石定栩.  當(dāng)代語(yǔ)言學(xué). 2000(01)
[6]語(yǔ)義優(yōu)先還是語(yǔ)用優(yōu)先──漢語(yǔ)語(yǔ)法學(xué)體系建設(shè)斷想[J]. 劉丹青.  語(yǔ)文研究. 1995(02)
[7]對(duì)六七歲兒童掌握因果關(guān)系復(fù)句的淺析[J]. 季恒銓.  語(yǔ)言文字應(yīng)用. 1994(03)
[8]5──8歲兒童對(duì)幾種偏正復(fù)句的理解[J]. 繆小春,桑標(biāo).  心理科學(xué). 1994(01)
[9]兒童對(duì)因果復(fù)句的理解[J]. 朱曼殊,華紅琴.  心理科學(xué). 1992(03)

博士論文
[1]復(fù)句關(guān)系標(biāo)記的搭配研究與相關(guān)解釋[D]. 姚雙云.華中師范大學(xué) 2006



本文編號(hào)：3520778