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研究目的:(一)研究学龄前儿童在看图叙事中微观结构和宏观结构的发展规律。(二)通过比较双语教学儿童和单语儿童在普通话看图叙事中的微观结构和宏观结构的差异,了解学龄前儿童暴露在双语学习的环境中其母语的发展规律。在10个月后的追踪随访中了解双语教学儿童和单语儿童在普通话看图叙事中各语言评估指标的变化。(三)了解特殊语言障碍儿童与正常发展儿童在看图叙事中微观结构和宏观结构的差异,为临床语言干预提供参考建议。
The purpose of the study: (a) to study the development of preschool children in the picture of the micro-structure and macro-structure of the law of development. (2) To understand the development of the mother tongue in pre-school children exposed to bilingual learning by comparing the differences in the micro-structure and macro-structure in bilingual narration of bilingual teaching children and monolingual children. Follow up after 10 months to understand the changes of language assessment indicators of bilingual teaching children and monolingual children in Mandarin storytelling. (C) to understand the special language disorders children and normal children in the narrative structure of the microscopic structure and macrostructure differences, provide a reference for the clinical language intervention.