“故事共同体”:幼儿早期阅读推广中的“故事介入”与社群建构——基于台湾地区幼儿早期阅读推广经验的研究

"Story Sharing Community":"Story Involving"and Community Construction in the Promotion of Children’s Early Reading——Based on the Promotion of Children’s Early Reading in Taiwan

伴随着"叙事转向"的潮流,"故事介入"策略在幼儿早期阅读推广中的应用受到重视。"故事共同体"的建构,可以为幼儿早期阅读的故事介入探究提供一个有益视角。在"故事介入"的实践中,成人为幼儿早期阅读搭建"鹰架",与幼儿分享故事、沟通情感,在精神层面建构出"故事共同体"。通过意义共享,成人与幼儿合作叙述"我们的故事",增进文化认同和社群归属感。幼儿的跨媒介阅读及叙事回应,卷入了故事的理解、叙说、重构、编创和表演等多种符号的表意实践。运用"故事介入"策略的教学设计和阅读推广活动,应充分调动幼儿叙事回应的多种方式,使幼儿从完成"二次叙述化"的读者进阶为完成"叙述化"任务的故事讲述者及表演者,成长为叙事活动和阅读实践的主导者。

With the trend of“narrative turn”,the application of story involving strategies in early childhood education and early reading promotion has been attached great importance.The construction of“story sharing community”provides a useful perspective for the“story involving”of children’s early reading.In the practice of story involving,adults build a“scaffold”for children’s early reading,share stories with children,exchange emotions,and construct a“story sharing community”at the spiritual level.Through meaning sharing,adults and children can cooperate to tell“our stories”and enhance cultural identity and community belonging.Children’s cross-media reading and narrative response are involved in many signifying practices such as story understanding,narration,story reconstruction,creation and performance.In the teaching design of story involving strategy,we should fully mobilize various ways of children’s narrative response,so that children can grow up from readers who are qualified for the“secondary narrativization”to storytellers and performers who are qualified for the“narrativization”and become the masters of narrative activities and reading practice.