范戴克理论下儿童绘本阅读语言行为研究

A Study on Children’s Picture Book Reading Language Behavior from the Perspective of Van Dijk’s Theory

摘要: 绘本是指通过一系列图画(配有或不配有相应文字)向幼儿讲述故事或传递信息的书籍。绘本不仅是学龄前儿童的“人生第一本书”，也是早期阅读的主要材料，更是儿童早期阅读实践的重要组成部分。有关儿童绘本阅读的研究，能够反映儿童阅读能力的发展状况。本研究采用质性研究方法，对一名5岁儿童的绘本阅读语料库进行分析，探究该儿童具体的阅读行为，进而判断其阅读伴随言语行为所处的发展阶段，并为该儿童后续阅读能力的发展提出建议。研究结果表明，该5岁儿童处于阅读伴随言语行为的第一阶段，即“图画命名阶段”，需借助一定干预手段才能过渡到第二阶段——“言语讲述故事阶段”。本研究建议，以绘本阅读为媒介，采用多种策略(如提出适宜的问题、引导儿童对绘本进行评价、回应儿童对绘本中图画与文字的反应等)，帮助儿童逐步掌握绘本阅读能力，从而促进其口语表达能力的发展。

Abstract: Picture books are books that tell stories or convey information to young children through a series of pictures with or without corresponding words. Picture books are not only the “first book of life” of preschool children, but also the main materials used in early reading, and are an important part of early reading of children. The research on children’s picture book reading can reflect the development of children’s reading ability. By using qualitative research, this study analyzed the picture book reading corpus of a 5-year-old child and analyzed his specific reading behavior, so as to judge the development stage of his speech accompanying behavior, and further put forward suggestions for the subsequent development of the child’s reading ability. The results showed that the 5-year-old child was in the first stage of speech accompanied behavior, the picture naming stage, and needed some means to move to the second stage, and the verbal story stage. The suggestion of this study is to use picture book reading as an intermediary and adopt various strategies, such as asking appropriate questions, evaluating picture books, and responding to children’s reactions to pictures and words in picture books, to help children acquire picture book reading ability step by step, so as to promote children's oral language development.