学龄前儿童双语教学对中文看图叙事微观结构的影响  

Influence of bilingual teaching on preschool children's Chinese narrative microstructure

作　　者：周凤娟 章依文[1] 金星明[1] 张玲[1] 金志娟[1] 

机构地区：[1]上海交通大学医学院附属上海儿童医学中心发育行为儿科上海市环境与儿童健康重点实验室,上海200127

出　　处：《中国儿童保健杂志》2009年第3期268-270,共3页Chinese Journal of Child Health Care

基　　金：上海市重点学科建设项目资助(T0204);上海市科委攻关项目(02JC-14041)

摘　　要：【目的】研究学龄前儿童英汉双语教学对中文看图叙事能力及发展进程的影响。【方法】选择上海市浦东新区学龄前儿童120名,分为双语教学组和单语组,每组按三个教学年级随机选取20名。比较两组儿童中文看图叙事微观结构的四个指标:平均句子总数、总词汇数、平均句子长度、不同词汇数。【结果】两组儿童各指标均随年龄增长而增长,各年级间差异有显著性(P<0.05);而同年级两组儿童各指标差异无显著性(P>0.05)。【结论】接受双语教学的学龄前儿童其中文看图叙事能力和中文叙事的发育进程与单语儿童相仿。[Objective] To investigate the influence of bilingual teaching on preschool children＇s Chinese narrative competence and narrative development milestone. [ Methods] One hundred and twenty preschool children were divided into two groups： bilingual preschool group and rnonolingual preschool group , both two groups had three grades ,and every grade included 20 children. Four components of children＇s narrative microstructure（TU. TW. MLU. DW） were obtained. [Results] Both two groups had significant increase in narrative competence with age, there were significant differences among three grades in each group（P〈0. 05）. While there was no significant group difference in the groups of same grade（P〈0. 05）. [Conclusions] Preschool children Who received bilingual teaching are similar to monolingual children in Chinese narrative competence and narrative development milestone.

关 键 词：学龄前儿童 双语 叙事 

分 类 号：R749.94[医药卫生—神经病学与精神病学]