| 冯燕 ，徐乐乐，何媛.大班幼儿图画书情节的诠释特点研究——基于CHILDES的编码分析[J].陕西学前师范学院学报,2023,39(10):50-60 |
| 大班幼儿图画书情节的诠释特点研究——基于CHILDES的编码分析 |
| A Study on the Characteristics of Senior Kindergarten Children Interpreting the Plot of Picture Books —An Coding Analysis Based on CHILDES |
| 投稿时间：2023-07-19 修订日期：2023-08-20 |
| DOI：10. 11995/j. issn. 2095-770X. 2023. 10. 006 |
| 中文关键词: 大班幼儿 图画书 情节 诠释 |
| 英文关键词: senior kindergarten children picture book plot interpretation |
| 基金项目:2019 年教育部人文社会科学研究一般项目（19YJC880108） |
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| 摘要点击次数: 364 |
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| 中文摘要: |
| 情节是一个故事中十分重要的元素，探寻大班幼儿诠释图画书情节的特点，可为成人指导幼儿图画书阅读提供有针对性的参考。选用《鲸鱼》《青蛙参加晚宴》两本图画书为阅读工具，主要运用访谈法和作品分析法两种方法对台北市19名大班幼儿进行资料收集，资料收集完毕后使用CHILDES协助资料编码与整理，最后对资料从事件次序和事件经过两方面进行分析。结果发现：第一，大班幼儿的诠释模式呈现“西瓜纹”样态；第二，大班幼儿的诠释注重外显行为；第三，大班幼儿的诠释饱含个人色彩；第四，大班幼儿以不同的方式诠释图画书会产生不同的结果。据此，提出教育建议：第一，积极引导幼儿健全故事情节；第二，引导幼儿梳理故事逻辑；第三，给足幼儿思维材料，提供充足的表达时空；第四，提供给幼儿多种诠释方式，进行多元评价。 |
| 英文摘要: |
| The plot is a very important element in a story. Exploring the characteristics of senior kindergarten children interpreting the plot of picture books can provide targeted reference for adults to guide children in reading picture books. Two picture books， Whale and Frog Attends Dinner， were selected as reading tools， and two methods， interview method and work analysis were mainly used to collect data from 19 senior kindergarten children in Taipei. After collecting the data， CHILDES was used to assist in coding and organizing the data. Finally， datas were analyzed from two aspects: event sequence and event process. The results showed that: Firstly， the interpretation mode of senior kindergarten children presented a “watermelon pattern”; Secondly， the interpretation of senior kindergarten children emphasized explicit behavior; Thirdly， the interpretation of senior kindergarten children was full of personal color; Fourthly， senior kindergarten children interpreting picture books in different ways would produce different results. Based on this， educational suggestions were proposed: Firstly， actively guiding young children to improve the storyline; Secondly， guiding senior kindergarten children to sort out the logic of the story; Thirdly， providing sufficient thinking materials for senior kindergarten children to express themselves in time and space; Fourthly， providing senior kindergarten children with multiple interpretation methods and conducting multiple evaluations. |
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