【作 者】：
王 娟， 谢 晗
【关 键 词 】：
交流情境； 叙事表现； 叙事语境
【栏 目】：
学习环境与资源
【中文摘要】：
电话和视频等媒介下的交流方式与面对面的交流具有不同的特征。研究在面对面、电话和视频三种交流情境下诱发大班和小班儿童的故事叙事，考察交流情境对学前儿童叙事表现的影响。研究发现：（1）在叙事语境化上，非面对面交流情境表现出显著优势；（2）在心理状态术语上，电话交流情境对小班幼儿有明显的促进作用，而视频交流情境对大班幼儿有明显的促进作用；（3）在叙事结构上，电话交流情境能显著促进小班幼儿的总词汇量和平均句长的表现，而面对面的交流情境能显著促进大班幼儿叙事总词汇量的表现。研究表明，非面对面交流情境对提高儿童的叙事表现有独特的优势，教育者要适当利用或创设远距离交流情境的机会促进儿童对叙事语境变化的敏感性，提高叙事质量。
【英文摘要】：
Communication through media such as telephone and video has different characteristics from face-to-face communication. In this study, the narratives of old and young children are induced in face to face communication, communication through telephone and through video to investigate the impact of communication contexts on the narrative performance of preschool children at different ages. The study finds that (1) in narrative contextualization, the non-face-to-face communication show significant advantages; (2) in terms of mental state terminology, communication through telephone has a significant promoting effect on younger children, while communication through video has a significant promoting effect on old children; (3) in terms of narrative structure, communication through telephone can significantly improve the total vocabulary and average sentence length for younger children, while face-to-face communication can significantly improve the total narrative vocabulary for old children. The study suggests that non-face-to-face communication have unique advantages for improving children's narrative performance, and educators should make appropriate use of or create opportunities for long-distance communication to promote children's sensitivity to changes in narrative context and improve their narrative quality.