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本研究调查了当用与为交谈目的而进行的口头讲话不同的书面语来叙述故事时,学前儿童对故事的结构和成分了解的情况。本研究的一个主要的目的,就是要通过按照不同调查者分别观察到的典型变量来分析学前儿童所讲的同一组故事,从而概括出一个综合性的观点。被试是33名三、四和五岁的儿童,要求他们复述一个相似的故事“三个小猪”,对被试最后写出的故事的分析是根据(a)是否出现Stein和Glenn故事语法规则中所包括的六个范畴;(b)故事结构的复杂性;(c)规范的故事特征的使用和(d)记叙文的构思。结果显示,年龄不是故事知识的灵敏预测物,言语能力才是更有效的预测物。本研究的统计数据表明,学前儿童对故事内容知识的掌握先于对结构知识的掌握。
This study investigated the pre-school children’s understanding of the structure and composition of the story when narrating the story in a different written language than the one used for the purpose of the conversation. One of the main purposes of this study is to summarize a comprehensive view by analyzing the same set of stories spoken by preschoolers according to the typical variables observed by different investigators. The subjects were 33 children of three, four and five who asked them to repeat a similar story, “Three Little Pigs,” to analyze the final story of the subjects based on (a) whether Stein and Glenn story grammar The six categories included in the rules; (b) The complexity of the story structure; (c) The use of canonical story features and (d) The concept of narrative. The results show that age is not a sensitive predictor of story knowledge and verbal ability is a more effective predictor. The statistical data of this study show that the pre-school children’s grasp of the content knowledge of the story precedes the knowledge of the structure.