An Action Research On The Development Of 4-5-Year-Old Children’s Narrative Ability

Children’s narrative telling ability is a kind of language ability for organized expression out of context,that is,the language ability that children show or need when they speak more than one sentence in a row.Children’s good narrative ability plays a positive role in promoting their oral expression,cognitive development,emotions,social interaction,thinking ability and academic level,and is a vital part of children’s language ability development.4-5-year-old children are in the critical period of enlightenment and development of this ability.However,through observation during the internship,the researcher found that there is a certain gap between the performance of children in the internship class in narrative telling activities and the language ability that children aged 4-5 should possess as suggested in the Guide for Learning and Development of Children Aged 3-6.Therefore,the researcher aims to develop children’s narrative telling ability by organizing practical language activities.In order to truly record the performance and changes of children’s narrative ability in activities,the researcher selected two parallel classes of E kindergarten middle class in Linfen City,Shanxi Province,with a total of 50 children as research objects,and divided them into experimental class and control class.The experimental class regularly organized three rounds of 18 language activities lasting four months as planned,including group picture book telling activities,group work sharing activities and personal weekend fun sharing activities,while the control class conducted normal teaching activities.In this study,the researcher selected the picture book "The Secret of the Sea Bottom" as the survey material,and used Spss22 data processing software to analyze the story-telling structure,story-telling length,appropriate theme,use of dialogue,use of time markers,expressiveness,vocabulary level,etc.before and after children’s action research.The research draws the following conclusions:First,children’s narrative ability increases with age;Secondly,the narrative ability of children in the experimental class develops faster than that of children in the control class;Third,there are gender differences in the development of children’s narrative ability in the experimental class;Fourthly,different organizational forms of collective,group and individual are beneficial to children’s perception of monologue linguistic context;Fifthly,action research provides practical experience for front-line teachers.The research shows that with the increase of age,although the children in both classes have corresponding changes in narrative telling ability,the children in the experimental class have made much faster progress,especially in the three dimensions of "story telling length","theme relevance" and "use of time marks".Moreover,the average scores of children in the experimental class in the eight dimensions of narrative telling ability are higher than those in the control class in the post-test,which also reflects the effectiveness of language activity organization.In addition,the researcher found that the children in the post-test experimental class pay more attention to detail when looking at pictures,and the narrative order is more orderly,the vocabulary is richer,the narrative content is more logical,the narrative emotion is more expressive,and the overall narrative narrative narrative ability has been developed.Therefore,front-line preschool teachers should pay attention to the integrity of narrative activities and improve their language ability;Pay attention to children’s interest and reflection,and provide scaffolding guidance;Reasonable use of one-day activities to conduct all-round guidance;Teachers’ guidance for young children should consider the differences of young children’s development,and guide parents to actively participate to form a joint force of education.