提问对幼儿叙事结构的影响研究

The Effect of Questioning on Preschoolers’ Narrative Structure

本研究对120名幼儿（大、中、小班各40名）进行了对比实验，以探究教师提问对幼儿叙事宏观结构和微观结构的影响。结果显示，教师提问对小班和中班幼儿叙事宏观结构和微观结构均有显著的积极影响，而对大班幼儿叙事宏观结构和微观结构均无明显影响；教师提问能够帮助中班和小班幼儿在叙事中节省认知资源，优化注意资源的分配；教师提问对大班幼儿效应的缺失，可能与教师所提问题的深度有关。

Questioning effects on narrative macrostructure and microstructure were investigated in this experiment. 120 3-4 4-5, and 5-6 year-old children, with 40 per age group, participated in the study. The results show that questioning has sig- nificantly positive impact on 3-4 and 4-5 year-old children＇s narrative macrostructure and microstructure while it does not have significant effects on 5-6 year-old group; questioning can help 3-4 and 4-5 year-old children save their cognitive re- sources and optimize their allocation of attention resources; and the absence of the effect of questioning on 5-6 year-old chil- dren may be because of the depth of the questions.