journal1 ›› 2019, Vol. 27 ›› Issue (4): 418-421.DOI: 10.11852/zgetbjzz2018-1287

• Orginal Article • Previous Articles     Next Articles

Influence of different reading ways on the narrative ability of middle school children

LIANG Hao1, ZHANG Min2, CHEN Sui-qing1   

  1. 1 School of Education,Guangzhou University,Guangzhou,Guangdong 510006,China;
    2 School of Education, Binzhou University,Binzhou,Shandong 256600,China
  • Received:2018-09-13 Revised:2018-10-23 Online:2019-04-20 Published:2019-04-20
  • Contact: CHEN Sui-qing,


梁好1, 张敏2, 陈穗清1   

  1. 1 广州大学教育学院,广东 广州 510006;
    2 滨州学院教师教育学院,山东 滨州 256600
  • 通讯作者: 陈穗清,
  • 作者简介:梁好(1994-),女,山东人,在读硕士研究生,主要研究方向为学前儿童语言发展与心理。
  • 基金资助:

Abstract: Objective To analyze the influences of independent reading and shared reading on the narrative ability of children, in order to provide scientific basis for effectively promoting the development of children's narrative ability. Method A kindergarten was selected and divided into two groups to receive intervention for 4 weeks, including experimental group (shared reading group) and control group (independent reading group)from March to May 2017. Results The variance analysis showed that the main effects of pretest and posttest, reading style, story element were significant (F=40.44,28.60,39.67,P<0.001).Simple effect analysis showed that the performance of shared reading group was significantly better than that of independent reading group in the posttest, and the story background in the posttest, the results of attempted action and story results were significantly higher than those of the story cause and internal reaction(P<0.05).But there was no significant difference on the story cause dimension between shared reading group and independent reading group. Conclusions Different reading styles play a positive role in promoting the development of children's narrative ability, but the effect is different.Shared reading is more effective on the development of children's narrative ability than independent reading.However, the two groups have no significant effects on the cause of the story.

Key words: narrative ability, independent reading, shared reading

摘要: 目的 分析自主阅读和分享阅读对幼儿叙事能力的影响,为有效促进幼儿叙事能力的发展提供科学依据。方法 2017年3-5月抽取1所幼儿园,将其中班幼儿分为实验组(分享阅读组)和对照组(自主阅读组)进行为期4周的实验研究。结果 方差分析表明,前后测试,阅读方式和故事要素主效应显著(F=40.44,28.60,39.67,P<0.001)。简单效应分析表明,在后测试中分享阅读组的成绩显著高于自主阅读组,且故事背景、尝试行动及故事结果的成绩显著高于故事起因和内在反应(P<0.05),但在故事起因维度中,分享阅读组的成绩与自主阅读组的成绩差异无统计学意义(P>0.05)。结论 不同阅读方式对促进幼儿的叙事能力各维度的发展均有正向作用,但效果不一。分享阅读对幼儿叙事能力发展的效果优于自主阅读,但在故事起因方面,两种阅读方式均无显著促进作用。

关键词: 叙事能力, 自主阅读, 分享阅读

CLC Number: