不同测量方式对学前儿童图画书故事理解能力的影响
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摘要
目的:对比不同测量方式对儿童图画书故事理解能力的影响。方法:本研究结合非言语和言语两种测量方式,选取120名4-6岁儿童为被试,以两本改编后的图画书为实验材料,从故事内容和主人公情绪理解两种视角综合探究学前儿童图画书故事理解能力的发展趋势。结果:①在故事内容理解上,非言语测量方式的成绩好于言语测量方式的成绩,同时4-6岁儿童的故事内容理解能力随年龄的增长而提高;②在情绪理解上,4-6岁儿童对主人公的情绪理解能力随年龄的增长不断增强,同时更难以理解消极故事中主人公的消极情绪;③两种测量方式下的故事内容理解能力与主人公情绪理解能力均存在显著相关。结论:对于4-6岁儿童来说,言语和非言语的测量方式均是探究故事理解能力的有效方法,但是单一的测量方式不能全面展现他们故事内容理解能力的真实水平。
Objective: To explore preschoolers' comprehension of picture books by verbal and non-verbal measurement. Methods: This study explored 4-to 6-year-old children's comprehension of picture books and emotional understanding of the protagonist from two adapted picture books. To measure children's comprehension of the content, we used both the verbal measurement and non-verbal measurement. Results: ①Children's comprehension ability of the story content from non-verbal measurement and verbal measurement had significant age-related differences. The scores of the story content of non-verbal measurement were better than those of verbal measurement. ②The emotional understanding ability of children aged 4-6 years was increased with their age. It is harder for children to understand the characters' emotion in negative emotional stories. ③Children's comprehension of the content from verbal and non-verbal ways was closely related to their understanding of protagonist's emotion. Conclusion: The result indicated that it was an effective way to use the verbal or non-verbal method to measured children's comprehension of the story content from age 4 to 6, but the single method couldn't show the real level of this comprehension.
Objective: To explore preschoolers' comprehension of picture books by verbal and non-verbal measurement. Methods: This study explored 4-to 6-year-old children's comprehension of picture books and emotional understanding of the protagonist from two adapted picture books. To measure children's comprehension of the content, we used both the verbal measurement and non-verbal measurement. Results: ①Children's comprehension ability of the story content from non-verbal measurement and verbal measurement had significant age-related differences. The scores of the story content of non-verbal measurement were better than those of verbal measurement. ②The emotional understanding ability of children aged 4-6 years was increased with their age. It is harder for children to understand the characters' emotion in negative emotional stories. ③Children's comprehension of the content from verbal and non-verbal ways was closely related to their understanding of protagonist's emotion. Conclusion: The result indicated that it was an effective way to use the verbal or non-verbal method to measured children's comprehension of the story content from age 4 to 6, but the single method couldn't show the real level of this comprehension.
引文
1卫垌圻,毕鸿燕,翁旭初.语音意识与儿童阅读能力获得和发展的关系.中国临床心理学杂志, 2008, 16(4):360-363
2赵雪梅.儿童图画书设计研究.北京林业大学, 2012
3 刘于菁.运用故事结构教学促进幼儿对故事理解之行动研究.台北教育大学课程与教学研究所, 2012
4 Linda B. Gambrell, Patricia S. Koskinen, Barbara A. Kapinus. Retelling and the Reading Comprehension of Proficient and Less-Proficient Readers. Journal of Educational Research, 1991, 84(6):356-362
5 蔡清芬.儿童说故事名词指称用法的研究.静宜大学,1996
6 Paris AH, Paris SG. Assessing Narrative Comprehension in Young Children. Reading Research Quarterly, 2003, 38(1):36-76
7 王娟,沈秋苹.家庭读写环境对儿童词汇发展的影响——母亲语言支架的中介效应.中国临床心理学杂志, 2017,25(4):750-753
8 刘云艳,刘婷,周涛.运用情绪主题绘本开展幼儿情绪教育的理论基础与教学模式.学前教育研究, 2011, 8:49-53
9 Tonks J, Williams WH, Frampton I, et al. Assessing emotion recognition in 9-15-years olds:preliminary analysis of abilities in reading emotion from faces, voices and eyes. Brain Injury:[BI], 2007, 21(6):623-629
10 Brown JR, Dunn J. Continuities in emotion understanding from three to six years. Child Development, 1996, 67(3):789-802
11 Oatley K, Keltner D, Jenkins JM. Understanding emotions(2nd ed.). The Emotions. Springer Netherlands, 2006. 1-12
12 刘国雄,方富熹,赵佳.幼儿对不同情境中的情绪认知及其归因.心理学报, 2006, 38(2):216-222
13 李林慧,周兢,刘宝根,等.学前儿童图画故事书阅读理解研究.中国特殊教育, 2011, 2:90-96
14 张鉴如,林佳慧.低收入家庭亲子共读对话分析:话语内容与互动类型.台湾师范大学学报教育类, 2001, 51:
15 Lei L, Pan J, Liu H, et al. Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology&Psychiatry&Allied Disciplines, 2011, 52(2):212
16 Tompkins V, Guo Y, Justice LM. Inference generation, story comprehension, and language skills in the preschool years.Reading&Writing, 2013, 26(3):403-429
17 Donaldson SK, Westerman MA. Development of children’s understanding of ambivalence and causal theories of emotions. Developmental Psychology, 1986, 22(5):655-662
18 Harter S, Whitesell NR. Developmental changes in children’s understanding of single, multiple, and blended emotion concepts. Saarni C&Harris PL. Children’s understanding of emotions. Cambridge, England:Cambridge University Press, 1989. 81-116
19 董光恒,杨丽珠.儿童对混合情绪理解的发展.辽宁师范大学学报:社会科学版, 2007, 30(1):52-55
20 Steele H, Steele M, Croft C. Early attachment predicts emotion recognition at 6 and 11 years old. Attach Hum Dev,2008, 10(4):379-93
21 Pons F, Lawson J, Harris PL, et al. Individual differences in children’s emotion understanding:effects of age and language. Scandinavian Journal of Psychology, 2003, 44(4):347-353
22 姚端维,陈英和,赵延芹. 3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究.心理发展与教育, 2004,20(2):12-16
23 张金荣,杜春霞,杨丽珠. 3~5岁幼儿对情绪表达规则的理解与运用.幼儿教育·教育科学, 2010, 27:22-27
24 Mcelwain NL, Halberstadt AG, Volling BL. Mother-and Father-Reported Reactions to Children’s Negative Emotions:Relations to Young Children’s Emotional Understanding and Friendship Quality. Child Development, 2007, 78(5):1407
25 Gudmundson JA, Leerkes EM. Links between mothers’coping styles, toddler reactivity, and sensitivity to toddler’s negative emotions. Infant Behavior&Development, 2012, 35(1):158-166
26 李燕,贺婷婷,俞凯,等.父母对孩子消极情绪的反应方式及其与幼儿社会技能关系的研究.心理科学, 2010, 2:452-455
2赵雪梅.儿童图画书设计研究.北京林业大学, 2012
3 刘于菁.运用故事结构教学促进幼儿对故事理解之行动研究.台北教育大学课程与教学研究所, 2012
4 Linda B. Gambrell, Patricia S. Koskinen, Barbara A. Kapinus. Retelling and the Reading Comprehension of Proficient and Less-Proficient Readers. Journal of Educational Research, 1991, 84(6):356-362
5 蔡清芬.儿童说故事名词指称用法的研究.静宜大学,1996
6 Paris AH, Paris SG. Assessing Narrative Comprehension in Young Children. Reading Research Quarterly, 2003, 38(1):36-76
7 王娟,沈秋苹.家庭读写环境对儿童词汇发展的影响——母亲语言支架的中介效应.中国临床心理学杂志, 2017,25(4):750-753
8 刘云艳,刘婷,周涛.运用情绪主题绘本开展幼儿情绪教育的理论基础与教学模式.学前教育研究, 2011, 8:49-53
9 Tonks J, Williams WH, Frampton I, et al. Assessing emotion recognition in 9-15-years olds:preliminary analysis of abilities in reading emotion from faces, voices and eyes. Brain Injury:[BI], 2007, 21(6):623-629
10 Brown JR, Dunn J. Continuities in emotion understanding from three to six years. Child Development, 1996, 67(3):789-802
11 Oatley K, Keltner D, Jenkins JM. Understanding emotions(2nd ed.). The Emotions. Springer Netherlands, 2006. 1-12
12 刘国雄,方富熹,赵佳.幼儿对不同情境中的情绪认知及其归因.心理学报, 2006, 38(2):216-222
13 李林慧,周兢,刘宝根,等.学前儿童图画故事书阅读理解研究.中国特殊教育, 2011, 2:90-96
14 张鉴如,林佳慧.低收入家庭亲子共读对话分析:话语内容与互动类型.台湾师范大学学报教育类, 2001, 51:
15 Lei L, Pan J, Liu H, et al. Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children. Journal of Child Psychology&Psychiatry&Allied Disciplines, 2011, 52(2):212
16 Tompkins V, Guo Y, Justice LM. Inference generation, story comprehension, and language skills in the preschool years.Reading&Writing, 2013, 26(3):403-429
17 Donaldson SK, Westerman MA. Development of children’s understanding of ambivalence and causal theories of emotions. Developmental Psychology, 1986, 22(5):655-662
18 Harter S, Whitesell NR. Developmental changes in children’s understanding of single, multiple, and blended emotion concepts. Saarni C&Harris PL. Children’s understanding of emotions. Cambridge, England:Cambridge University Press, 1989. 81-116
19 董光恒,杨丽珠.儿童对混合情绪理解的发展.辽宁师范大学学报:社会科学版, 2007, 30(1):52-55
20 Steele H, Steele M, Croft C. Early attachment predicts emotion recognition at 6 and 11 years old. Attach Hum Dev,2008, 10(4):379-93
21 Pons F, Lawson J, Harris PL, et al. Individual differences in children’s emotion understanding:effects of age and language. Scandinavian Journal of Psychology, 2003, 44(4):347-353
22 姚端维,陈英和,赵延芹. 3~5岁儿童情绪能力的年龄特征、发展趋势和性别差异的研究.心理发展与教育, 2004,20(2):12-16
23 张金荣,杜春霞,杨丽珠. 3~5岁幼儿对情绪表达规则的理解与运用.幼儿教育·教育科学, 2010, 27:22-27
24 Mcelwain NL, Halberstadt AG, Volling BL. Mother-and Father-Reported Reactions to Children’s Negative Emotions:Relations to Young Children’s Emotional Understanding and Friendship Quality. Child Development, 2007, 78(5):1407
25 Gudmundson JA, Leerkes EM. Links between mothers’coping styles, toddler reactivity, and sensitivity to toddler’s negative emotions. Infant Behavior&Development, 2012, 35(1):158-166
26 李燕,贺婷婷,俞凯,等.父母对孩子消极情绪的反应方式及其与幼儿社会技能关系的研究.心理科学, 2010, 2:452-455