汉族聋生书面叙事发展特征的研究  

On the Development of Chinese Deaf Students' Written Narratives

作　　者：王娟[1] 张积家[2] 刘鑫[3] 龙玉兰[3] 李昕[3] 

机构地区：[1]江苏师范大学教育科学学院心理学系,徐州221116 [2]中国人民大学心理学系,北京100872 [3]江苏师范大学教育研究院,徐州221116

出　　处：《中国特殊教育》2015年第3期20-25,共6页Chinese Journal of Special Education

基　　金：国家社会科学基金青年项目"汉语聋童的叙事特征及其叙事能力发展的干预研究"(项目编号:CHA130165)

摘　　要：以小学3~5年级汉族聋生为被试,考察聋生的书面叙事,并同健听生比较,揭示聋生书面叙事的发展特征。结果发现：（1）聋生书面叙事的微观结构弱于健听生;语序颠倒、用词不当和成分残缺的错误多于健听生。（2）聋生书面叙事的宏观结构与健听生差异不显著。（3）聋生的书面叙事能力随着年龄增长而发展,在叙事结构的发展上表现出与健听生一致的趋势。整个研究表明,聋生借助于手语知识组织书面叙事的宏观结构,手语知识对聋生书面叙事的微观结构具有负向迁移作用。因此,在聋校的语文教学中,应该正确认识聋生的手语使用经验对书面叙事的影响。This study aims to explore the written narratives by deaf students in grades 3 - 5 at primary schools, in comparison with those by normal-heating students. The results show the following： （1） The deaf students＇ written narratives show a weaker microstrueture, as well as a larger number of such errors as reversed word order, misnomers and incomplete ingredients, than the normal-hearing students＇ ; （2） there is no significant dif- ference between the two groups in the macmstrueture of their written narratives; and （3） as they grow up, the deaf students increasingly develop their ability in written narratives, and show a similar tendency with the normal- hearing students in narrative structure. The study reveals that deaf students organize the macrostructure of written narratives by virtue of sign language, but sign language has a negative effect on the microstructure of their written narratives. Therefore, in the Chinese-language teaching in schools for the deaf, it is a must to have a correct understanding of the effect of their use of sign language on their written narratives.

关 键 词：聋生 健听生 书面叙事 发展 

分 类 号：C762[社会学]