【作者】 王艳；

【导师】 韩映虹；

【作者基本信息】 天津师范大学 ， 学前教育（专业学位）， 2015， 硕士

【摘要】 叙事能力对幼儿未来的生活和学习具有重要意义,但图画书阅读对幼儿叙事能力影响方面的研究较少。本研究以郑州市某幼儿园4-5岁幼儿为研究对象,以12本无字图画书为阅读材料,随机选取其中两个中班共48名幼儿划分为实验组和对照组,实验组为倾听阅读组,对照组为自主阅读组。对两组幼儿分别进行8周的无字图画书阅读干预,研究两种不同的阅读方式对幼儿叙事能力的影响。研究结果表明：(1)不同阅读方式对中班幼儿叙事能力的促进影响不一,倾听阅读和自主阅读对4-5岁幼儿叙事能力的促进效果不同。(Z)中班幼儿通过教师讲读无字图画书的方式进行阅读对其叙事能力的促进要优于幼儿自主阅读图画书。(3)倾听阅读和自主阅读对幼儿叙事能力中“故事起因”方面的促进没有显著的优劣之分。(4)教师可以有效利用一日生活中的过渡时间为幼儿阅读图画书。更多还原

【Abstract】 Narrative capacity is of great significance for children’ life and study in the future, however few researches paid attention to the influence of reading picture books to young children’narrative capacity. This study carried out at a kindergarten in Zhengzhou, the researcher selected48children of ages4to5from two middle classes as the object of the research and12wordless picture books as reading material. The48children were randomly divided into experimental group and control group. The experimental group demanded children to listening to the teacher to read the books and the control group demanded children to read the books independently. The research interposed the two groups of children for8weeks to compare different ways of reading wordless picture books on narrative capacity of children of4-5years old.The results showed that:(1) the two different ways of reading has different influence on children’ narrative capacity, and listening to the teacher and reading the books independently can promote children’narrative capacity to different extent.(2) narrative capacity of children of4-5years old who listened to the teacher is better than children of4-5years old who red the books independently.(3) children of experiment group and control group showed no significant difference on narrative capacity of the "cause of the story"(4) teachers can effectively make use of the transition time of the daily life to read wordless picture books to young children.更多还原