Study On The Influence Of Peer Sharing Reading On Narrative Ability Of Middle Class Children

The development of children’s narrative ability is closely related to their language development,which is also an important part of the evaluation of their language development.Peer plays an important role in children’s social environment,and plays an irreplaceable role in children’s social,cognitive,and language development.In the process of communication and discussion with peers,children will imperceptibly learn the strengths of their peers to make up for their own lack of development.Therefore,this study explores whether sharing reading activities between children’s peers has an impact on the development of middle class children’s narrative ability,and puts forward suggestions to promote the development of middle class children’s narrative ability according to the research results,so as to provide objective and effective reference for parents and teachers to carry out early reading activities.Through the educational experiment method and observation method,two parallel middle classes were selected as experimental objects in a kindergarten in Dalizhou,which were randomly divided into experimental classes and control classes,and the gender distribution,average age and teacher background of the two classes were basically the same.Before the start of the experiment,the researcher used the picture book "The Little Rabbit in the House" to conduct a preliminary assessment of the narrative ability of children in the experimental class and the control class.The assessment standard was based on the "Colorful Spectral Language Scoring Standard",so as to detect whether the development level of narrative ability of children in the experimental class and the control class is consistent.Then,the researchers selected 8 picture books to share reading materials with their peers and conducted discussion on reading picture books with their peers in the experimental class.Two kinds of peer sharing reading activities were performed,2-3 times a week,about 20 minutes each time.The duration of the intervention was three months.For the control class,the researcher used the same picture books as the experimental class to allow children to read independently.At the end of the experiment,the researchers used the same measuring materials as the pre-test to conduct the post-test on the children in the experimental class and control class.Finally,the researcher used SPSS25.0 data analysis software to conduct mean value and t-test analysis on the obtained data to explore the influence of peer sharing reading on middle class children’s narrative ability.The results showed that:(1)The level of development of narrative ability of middle class children was basically the same,and there was no significant difference in the score of narrative ability of children in the experimental class and control class;(2)There were significant individual differences in the narrative ability of the subjects,and the children with the same score had great differences in each dimension of narrative ability;(3)In the measurement data analysis result before and after the experiment,the experimental classes and that in comparative classes after children’s narrative ability test scores have improved compared with the former test and contrast test scores before and after significant differences in the narrative ability of various dimensions,classes children except the dimension of "dialogue",the other dimensions of contrast test score had significant difference before and after,There was no significant difference in the scores of children in the control class in other dimensions except "performance";(4)In the comparison of the scores of narrative ability after the experiment,the mean values of narrative ability and all dimensions of the experimental class were outstanding higher than those of the control class,and there were significant differences in the total scores of narrative ability and the scores of the four dimensions of "narrative tone","performance","vocabulary level" and "sentence structure".The research conclusions of this paper are as follows:(1)There was no significant difference in the overall level of narrative ability development of middle-class children;(2)Peer sharing reading activity promotes the development of middle class children’s narrative ability;(3)The influence of peer sharing reading on the development of middle class children’s narrative ability is better than independent reading.