摘要
研究以"多彩光谱"测量工具中的"故事板"活动为主要工具,辅之以观察法,对28名蒙古族大班幼儿的蒙汉两种语言口语讲述能力的发展水平、发展特点进行研究。结果表明:蒙古族大班幼儿蒙汉两种语言讲述水平整体上较好,二者水平显著相关;讲述水平的分布存在差异;蒙汉两种语言故事讲述时间显著相关,故事长度无相关;相同得分蒙汉讲述水平,各口语结构要素具有差异性;两种语言讲述能力的各构成要素水平相近,各要素的发展存在着讲述语气发展较好,对话水平中等、讲述结构尚不完整、讲述主题易转移、词汇运用水平低、时间标记水平低、叙述性语气运用少、句子结构水平低等特点。
This study took the“story board”activity in the measurement tool of“colorful spectrum”as the main tool,along with the observation,to study the development level and characteristics of the oral narrative ability of 28 senior group Mongolian children in a kindergarten.The results show that the bilingual ability of the Mongolian childrenis good on the whole,and that their Chinese language proficiency and Mongolian language proficiency are significantly correlated.The distribution of the narrative ability is different.The story telling time of the two languages is significantly correlated,but thelength of the story is not.For those with same scores in Mongolian-Han narrative level,the components are different;For each component of the two languages,theirnarrative abilities are at similar level,and the development of each component has such characteristics as good tone,medium dialogue level,incomplete narrative structure,changeabletheme,low vocabulary level,low time marker level,low narrative tone and low sentence structure level.
作者
龙红芝
王彩艳
LONG Hong-zhi;WANG Cai-yan(Research Center for Ethnic Education Development,Northwest Normal University,Lanzhou,Gansu,730070,PRC;Ulanqab Vocational College,Ulanqab,012000,PRC)
出处
《当代教育与文化》
北大核心
2018年第6期99-105,112,共8页
Contemporary Education and Culture
基金
2014国家民委人文社会科学重点研究基地甘肃民族师范学院西北少数民族教育发展研究中心重点课题"少数民族聚居区学前双语教育模式研究"(GSYMYZHX [2014]003)的阶段性成果
2018年教育部人文社会科学研究规划基金项目"3-6岁少数民族儿童汉语学习的心理机制研究"(18YJA850006)
关键词
蒙汉双语教育
蒙古族大班幼儿
蒙汉口语能力
Mongolian-Han bilingual education
senior group Mongolian children in kindergarten
Mongolian-Han bilingual ability