The Influence Of Electronic Reading And Picture Books Reading On Narrative Performance Of 5-6 Years Old Children

Narrative,which is also called storytelling,is an important activity in the early stages of children.It is of great significance to children's growth and development.It has always been an important organizational form of kindergarten teaching because it's active and feasible.Electronic reading changes the single mode of children's narrative.However,the researches onhow different reading media influences children's narrative expression have not been paid enough attention to.The purpose of this study is to promote the narrative performance of children with different reading media.In this paper,the author maily adoptan empirical research to investigate the impact of electronic reading and picture books reading on narrative performance of 5-6 years old children.In this study,5-6 year-old Chinese children were selected as the subjects.Totally,three experiments were designed to explore the effects of electronic reading and picture reading on the narrative performance(namely,narrative structure,narrative evaluation and narrative sequence)of 5-6 years old preschool children.From the narrative macro-structure and micro-structure dimensions,the present study analyzed the children's ability of understanding stories.Simultaneously,three parameters including narrative structure,narrative evaluation and narrative sequence were considered to analyze the children's story repetition and story generation.The results of the three experimental studies are as follows:Firstly,for the story understanding task.At first,picture books reading group was significantly better than the iPad group on the level of story understanding.Yet,with the increasing of operations,the children in the iPad group were interrupted less and interacted with animations more frequently,which made them perform much better in story understanding.Secondly,for the story repetition.The level of narrative structure and narrative evaluation of picture books reading group was significantly better than the iPad group at the beginning.Yet,with the increasing of operations,the children in the iPad group were interrupted less and interacted with animations more frequently,which made the iPad group show a clear advantage on narrative structure and narrative evaluation gradually.However,iPad would interfere the children's mastery of narrative logic order,while the picture book reading group performed well on the contrary.Thirdly,for the story generation.The level of narrative structure and narrative evaluation of picture books reading group was significantly better than the iPad group at the beginning.Yet,with the increasing of operations,the children in the iPad group were interrupted less and interacted with animations more frequently,which made the iPad group narrative structure and narrative evaluation show obvious advantages gradually.However,iPad would interfere the children's mastery of narrative logic order,while the picture book reading group performed well on the contrary.Overall,two different reading media have different impacts on pre-school children's narrative performance when taking different indicators.This is closely related to the characteristics of the reading media,children's information processing method and the narrative indicators.This study enriches the researches on preschool children's narrative development and provides a new paradigm for preschool children's narrative research with new electronic devices.Based on the research results,this study tries to put forward a feasible strategy to promote the development of preschool children's narrative performance and help educators and parents to make better use of electronic products to enhance teaching efficiency.The narrative inducing media should be taken into consideration in preschoolers' story reading according to the narrative levels and characteristics of the children in order to promote the development of children's narrative.