繪本閱讀背景下幼兒敘事能力發展的個案追蹤研究

本研究在繪本閱讀背景下，採取質性研究方法，對一名3歲幼兒進行了為期兩年的每日自然觀察，記錄了256份觀察日記，包括幼兒的敘事記錄和教師支持策略。幼兒在此期間共閱讀75本繪本。依據扎根理論理念，並藉助NVivo軟件，對幼兒敘事內容、繪本文本內容、教師支持策略三方面進行系統編碼。通過對比分析編碼結果，探討繪本閱讀對幼兒敘事能力發展的影響和相關閱讀支持策略。研究發現，繪本閱讀對幼兒敘事能力的影響存在延遲效應。幼兒敘事能力發展呈階段性遞進，表現為早期模仿、中期改編、後期創編三個階段。適宜的閱讀支持策略有利於幼兒敘事能力發展。值得注意的是，本研究聚焦的繪本閱讀並不強調識字，而是幼兒通過理解繪本故事得以發展口頭敘事能力的過程。因此，本研究建議，學界今後應深入探究幼兒敘事能力發展及其促進，家校層面則應創設積極閱讀環境，鼓勵幼兒在早期閱讀活動中充分發展敘事能力，以助益閱讀萌芽，為後續小學階段的讀寫發展作銜接準備。
Narrative skill is one of the critical early literacy skills. To guide future reading interventions and pedagogies, this study explored the ways to support young children's narrative development via scaffolding their picture book reading in the case of Chinese. There was no emphasis on the form of written words in the picture book reading process. A 2-year naturalistic observation was conducted with a typically developing, Mandarin Chinese-speaking girl from her entry to K1 (3-year-old) until the end of K2 (5-year-old). She comes from a middle-class family in a middle-sized city in Southern China. The observation was conducted daily during her playtime in the reading corner of her kindergarten. In the first sessions, she freely explored picture books with both illustrations and texts; gradually, she expressed motivation to read about dinosaurs. The teacher engaged with the child and provided her with appropriate dinosaur-themed storybooks (N = 75) based on her sustained interests and stages of narrative development. The child's narratives about dinosaurs after storybook reading were recorded as indicators of narrative development. The teacher's observation diaries were also recorded to document the strategies they used. All transcripts (N = 256) were coded in NVivo 11, and the data were analyzed qualitatively. Results point out the effective strategies applied by the teacher in different stages of the child's narrative development (i.e., in the early-imitation, mid-adaptation, and late-creation stages). The characteristics of storybooks that the child read were synthesized regarding how they facilitate the child's narrative development and maintain her reading motivation. Copyright © 2025 香港中文大學香港教育研究所.