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研究生: 許明莉
論文名稱: 三、四、五歲台灣幼兒生活經驗敘事結構之分析
Narrative structure in personally experienced stories: preschoolers in Taiwan
指導教授: 張鑑如
學位類別: 碩士
Master
系所名稱: 人類發展與家庭學系
Department of Human Development and Family Studies
論文出版年: 2007
畢業學年度: 95
語文別: 中文
論文頁數: 86
中文關鍵詞: 學齡前兒童生活經驗敘事敘事結構
論文種類: 學術論文
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  • 中文摘要
    本研究旨在探討台灣以國語為母語之三、四、五歲幼兒在生活經驗敘事結構上的發展,主要的分析面向包括敘事巨結構元素、巨結構模式以及微結構元素,研究對象為48位以國語為母語的學齡前兒童,依年齡分為三組,每一個年齡層16人(男女各8人),蒐集其生活經驗之敘事語料進行編碼分析。
    本研究的發現結果如下:
    一、 在敘事巨結構元素的使用上,三、四、五歲幼兒生活經驗敘事結構元素的比例並沒有太大差異,複雜化行動所佔之比例最高,次為背景介紹、評價、附屬與問題解決。三歲幼兒很少有問題解決,在此一元素之上與五歲組幼兒有顯著差異。
    二、 三歲幼兒的敘事最多落入兩個事件的敘說模式,而四歲組最多的是流水帳式敘事,五歲組16人中已有10人達到典型敘事的標準。
    三、 幼兒最常出現的凝聚策略為指涉和連接成分以及詞彙銜接,替代和省略則很少出現。
    本研究發現三、四、五歲幼兒使用巨結構元素的異同、年齡和巨結構敘事模式以及年齡層對微結構元素使用之間的關聯性,並提供給家長、教師及未來研究之建議。

    目 次 中文摘要……………………………………………………i 目次…………………………………………………………….ii 表次…………………………………………………………....iv 圖次…………………………………………………………….v 第一章 緒論 第一節 研究動機 ………………………………………………....01 第二節 研究目的與研究問題 ……………………………………04 第三節 名詞解釋 …………………………………………………05 第二章 文獻探討 第一節 敘事的定義、重要性與功能性 ………………………...07 第二節 幼兒敘事分析 ……………………………………………11 第三節 幼兒敘事中巨結構與微結構之發展 ……………………23 第四節 國內幼兒敘事相關研究 …………………………………27 第三章 研究方法 第一節 研究對象 …………………………………………………33 第二節 研究工具與實施程序 ……………………………………34 第三節 資料處理與分析 …………………………………………36 第四章 研究結果與討論 第一節 幼兒敘事巨結構之分析 …………………………………45 第二節 幼兒敘事結構模式之分析 ………………………………53 第三節 幼兒敘事微結構之分析 …………………………………63 第五章 結論與建議 第一節 研究結論 …………………………………………………73 第二節 研究限制 …………………………………………………75 第三節 研究建議 …………………………………………………76 參考文獻 中文部分 ……………………………………………………………78 西文部分 ……………………………………………………………79 表 次 表2-2 故事文法分析發展階段……………………………………19 表2-4 國內幼兒敘事相關研究 ……………………………………27 表3-1-1 受試幼兒人數、性別及其年齡分佈範圍與平均數………33 表3-1-2 附屬種類…………………………………………………37 表3-1-3 背景訊息種類………………………………………………37 表3-1-4 評價種類 …………………………………………………38 表3-2-1 指涉種類 …………………………………………………41 表3-2-2 連接關係種類 ……………………………………………42 表4-1-1 三、四、五歲幼兒基本語言計量項目……………………46 表4-1-2 各年齡層幼兒結構元素次數之平均數及標準差…………47 表4-1-3 各年齡層幼兒結構元素百分比之平均數及標準差 ………48 表4-1-4 幼兒敘事結構元素之單因子變異數分析摘要表 …………49 表4-1-5 問題解決之事後考驗………………………………………50 表4-1-6 各敘事結構元素在三、四、五歲幼兒敘事中所佔之百分比 …………………………………………………………………………51 表4-2-1 三組幼兒之敘事結構模式人數分佈………………………54 表4-2-2 年齡層與敘事結構模式的交叉表…………………………56 表4-3-1 連接成分總數及清楚指涉總數之平均數與標準差………63 表4-3-2 連接成分總數及清楚指涉總數之變異數摘要表…………64 表4-3-3 三組幼兒各類指涉之平均數與標準差……………………65 表4-3-4 指涉次類目之變異數摘要表………………………………66 表4-3-5 名詞人稱指涉事後比較之變異數摘要表…………………67 表4-3-6 代名詞指涉事後比較之變異數摘要表..................................67 表4-3-7 各項連接成分的平均數和標準差…………………………68 表4-3-8 時間關係連接事後比較之變異數摘要表…………………69 圖 次 圖2-2 Labov的敘事結構………………………………………13 圖3-1 高潮分析敘事模式之分類標準…………………………40 圖3-2 編碼系統架構圖………………………………………43

    參考文獻
    一、 中文部分
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    張鑑如、章菁(2002)。幼兒敘述能力之發展:多年期研究。九十一學年度師範學院教育學術論文發表會。嘉義:嘉義大學。
    黃秀文、沈添鉦(2003)。不同年齡及不同語文程度學童的敘事情表現之研究。嘉義大學學報,75,57-81。
    莊琬琦(2006)。托兒所幼兒說故事的情境與敘說文本結構。國立台北教育大學幼兒教育系研究所碩士論文。未出版,台北市。
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