为什么孩子们应该在小学学习讲故事
Ioana Panca*, Adriana Georgescub, MăGălina Zahariab
摘要:这项研究展示了一项准实验的结果,其中49名小学生参加了测试,评估在观众面前讲故事是否能提高沟通和读写能力。连续8周,实验组的每个学生在每周的必读课上向观众讲故事。同时,对照组进行课程活动。研究结果表明,讲故事可以有效地提高语言流利程度、语言表达能力、非语言表达能力、在观众面前的自信以及对小学生的团队合作。
关键词:讲故事;通信;素养;小学低年级;言语流畅性;口头表达能力;非语言表达能力;在观众面前自信;快乐阅读;阅读 理解;听力;情感识别;团队合作
- 导言和研究目的
讲故事是一种基于真实性的表演艺术,也是最古老的教育形式(Gottschal, 2013)。世界各地的文化都通过讲故事来传播他们的传统、历史和神话。在过去的30年里,美国和英国见证了讲故事作为一种艺术形式和教育工具的复兴。在美国,讲故事已经成为50%的学校的必修科目(Hamilton, 2005),目的是培养语言技能、读写能力和塑造性格。
这项研究的目的是研究为期8周的讲故事课程对二年级学生沟通和识字能力的影响。测试的变量是语言流利, 口头表达能力,非语言表达能力、在观众面前的自信、为乐趣而阅读、阅读理解、倾听、情感识别和团队合作。
- 方法
作者利用一所布加勒斯特公立学校的小学学生样本(N=49)。该研究被设计成一个准实验。选择2个平行的二级班级:一个为实验组(25名学生),另一个为对照组(24名学生)。
两组在同一周完成了测试前的活动。一项活动是每个人在全班同学面前讲一个个人故事(他们有时间提前准备作为家庭作业),而他们的表现由三个独立的观察员使用BAR量表进行评估。语言流畅性、语言表达性、非语言表达性、在观众面前的自信程度都是通过这种方式来评估的。其他活动包括参与者听一个评价者讲的故事,然后在问卷中填入故事中的关键词。听力技能以这种方式进行评估。阅读理解在一个活动的评估参与者收到了短篇小说的文本,阅读它,然后必须画一个计划的主要活动(强调绘画技巧不重要,图纸可能是丑陋和可能是伴随着写关键字或简短的解释)。还有一项活动,参与者必须在小组中合作,根据一些简单的规则来建立一个故事,用来衡量合作技巧。情绪识别有七种基本情绪:快乐、悲伤、愤怒、恐惧、惊讶、厌恶和轻视(Ekman, 2003),在一个活动中,评审者多次说同一句话,同时通过适当的语调、面部表情和手势表达不同的情感。参与者必须在一个问卷中写一个单词,描述他们在每种情况下的感受。最后,参与者被要求完成一份问卷,题目是他们最近为快乐而读的故事、文章或书籍。
在预审后,实验组参加了干预项目——在阅读课上进行了8周的为时1小时的讲故事活动。与此同时,对照组进行常规的课程活动。
在8周结束时,两组都完成了与测试前类似的测试后活动,内容不同,有故事、合作游戏、用于情绪恢复的短语等等。实验组中的每个学生都在课堂上讲述他们选择的故事。对照组的孩子们在家里准备了另一套个人故事并在全班同学面前讲述。三名独立观察员使用相同的BAR等级对他们的表现进行了评估。
干预项目的灵感来自于美国学校使用的讲故事程序(Greene, 1987, Haven, 2000, Lipman, 1994, 1999, 2006, MacDonald, 2005, Mooney, 2005, Sima, 2003, Simmons, 2006, Warren, 2008)。作者还以积极心理学为基础,指导了性格发展学校项目(KIPP, 2014)。教学角色,创造积极的课堂课程由由纽约中继教育研究生院提供Coursera平台(www.coursera.org/course/teachingcharacter)和心态研究开创了卡罗尔·s·德维克(2006、2013),并提供了有价值的资源。“心态”是斯坦福大学心理学家卡罗尔·德韦克(Carol Dweck)在对成就和成功进行了数十年的研究之后提出的一个概念。在一种固定的心态中,人们相信他们的基本素质,如智力或天赋,是固定的特质;他们把时间花在记录他们的智力或才能上,而不是发展他们;他们相信只有人才,没有努力,就会创造成功。在成长的心态中,人们相信他们最基本的能力可以通过奉献和努力工作来发展。这种观点产生了一种对学习的热爱和一种韧性,是取得伟大成就的关键。
同时,利用作者以前在布加勒斯特几所公立学校教授这门课程的经验,对该方案进行了调整和充实。
在8个讲故事活动的开始阶段,实验组的每个参与者都收到了35个短篇故事,这些故事都是他或她在家里读的。到了第4周,每个参与者都必须决定她要准备讲哪个故事,每个参与者都必须选择一个不同的故事。没有人建议在此时死命学习,相反,学生们被教导如何学习故事结构,并被鼓励用自己的语言讲述故事。在课堂上,用图画和或关键字来描述一个范例故事。
讲故事是由主持人模仿每一个环节。在每个新故事讲述后,参与者被要求提名并展示他们最喜欢的部分,并解释其中的原因。他们发现了什么使故事起作用(手势、语调、面部表情、眼神交流)。许多游戏都是为了增强想象力、语言流畅性和表现力,包括语言和非语言。为了鼓励阅读理解通过故事的映射,一场比赛被放置,成功的竞争对手收到贴纸。
在整个课程中强调的一点是成长思维定势:当适当的努力应用于手头的任务时,人才和智力就会增长(Dweck, 2006, 2013, Blackwell, 2007, Duckworth, 2009)。作为对学生成绩的回应,只有他们的努力得到了表扬,而不是他们天生的智力或能力。
主持人还进行了双重教学课:他们注意到人格力量在行动(例如,一个学生扮演一个角色时表达一个故事)并且强调它在现场对于学习和生活的好处。(也就是说,“你的表情告诉我们,兔子找不到胡萝卜时真的很失望;你能理解别人在这种情况下的感受。”)也就是说你表现出了情商;情商是一种性格力量,它能帮助我们更好地讲述一个故事,也能帮助我们理解和与他人相处。这也强调了性格优势表现在行动上,可以通过练习(成长思维定势)来发展。
积极的正面反馈也被使用(Gable, 2004, 2006, 2010)——当学生表现良好的时候,他们得到了赞赏,并且详细地告诉他们什么行为导致了想要的结果(“你把故事讲得很好,因为你用了适当的手势,你在家里做好了准备”)。他们还要求与全班分享行为导致他们成功:“你想出这个有趣的手势吗”,“你做了什么,才能把故事学得这么好?”
- 研究结果、解释和局限
独立样本t检验结果显示,实验组与对照组的语言流利性差异有统计学意义(t=6,63;团体。= 0,00),口头表达能力(t = 8日05;团体。= 0,00),非语言表达能力(t = 7,07年;Sig.=0,00),在观众面前自信(t=6,45;团体。= 0,00)、阅读理解(t = 5,56;团体。= 0,00),情感识别(t = 3,09年;团体。= 0,03)和团队合作(t = 7,33;团体。= 0,00)。效果(Cohen d)的大小对于情绪识别(d=0,17)和阅读理解(d=0,39)是很小的。对于这两个变量来说,统计上的差异在实践中并不重要,即讲故事并不是一种有效的方法来发展它们。相反,对于语言流畅性、语言表达性、非语言表达性、在观众面前的自信和团队合作的统计差异具有现实意义。讲故事可能是培养这些技能的有效方法。
对于语言流畅性、语言表达性、非语言表达性、在观众面前的自信以及团队合作的效果是中等大小(Cohen d在0、48和0,53之间)。对照组和实验组在测试后的测量中都增加了变量听力和阅读的数值。对于听力,增加的原因可能是两组的动机增强,表现良好。测试活动深受参与者的喜爱,他们非常有动力去关注。在为快乐而阅读的变量中,很难区分阅读的说明性增加和实际阅读的书籍。
594 |
Ioana Panc et al. / Procedia - Social and Behavioral Sciences 187 (2015) 591 – 595 |
||||
Table 1: t-independent samples test |
|||||
t-test for |
Size of |
||||
Equality of Means |
the effect |
||||
t |
df |
Sig. (2-tailed) |
Cohen d |
||
Verbal fluency |
6,639 |
47 |
,000 |
,484 |
|
Verbal expressiveness |
8,052 |
47 |
,000 |
,580 |
|
Nonverbal expressiveness |
7,072 |
47 |
,000 |
,516 |
|
Self-confidence in front of an audience |
6,451 |
47 |
,000 |
,480 |
|
Reading for pleasure |
-,018 |
47 |
,986 |
- |
|
Reading comprehension |
5,565 |
29,492 |
,000 |
,397 |
|
Listening |
,134 |
47 |
,894 |
- |
|
Emotion recognition |
3,096 |
47 |
,003 |
,169 |
|
Teamwork |
7,334 |
47 |
,000 |
,534 |
这项研究的局限性之一是参与者人数不多,只有49人,而且他们不是被随机分组分配的,他们是两个平行班的学生。分布不正常,很难将结果推断出一般人群。
研究的另一个限制是通过随机检查发现,在阅读“快乐问卷”时,参与者填写了一些他们实际上没有读过的书、故事或文章的标题。研究结果反映了遗漏的自我报告数据的验证方法:各组之间没有统计学上的显着差异,尽管许多探索组的参与者在8周的课程中读过至少5 - 6篇故事,正如他们填写的。
实验组和对照组听力技能的提高是研究的另一个局限。我们不确定是什么造成了这种影响。我们只能假设参与者的动机,而不是干预计划,决定他们真正的听力和注意力潜力的表现。进一步的研究可以澄清这方面的问题。
- 结论
总的来说,这些发现表明讲故事可以是在观众面前培养语言流畅、言语表达、非语言表达和自信的有效方法。 以及小学生的团队合作。对于情感识别和阅读理解,其他活动可能更有效率,至少在时间有限的情况下。另一方面, 进一步的研究可以验证一个更长的项目(例如一年的干预)是否产生更好的结果(也许在关键的一段时间之后,效果会变得更大)。即使故事的影响 以读书为乐是无法准确衡量的,有经验证明这种影响的存在。进一步研究的设计可以通过创建一种方法来改进。 验证参与者的读数声明是真实的。最后,事实证
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Why children should learn to tell stories in primary school?
Ioana Panca*, Adriana Georgescub, MăGălina Zahariab
a Titu Maiorescu University, 187 Calea Vacaresti, Bucharest, 004051, Romania
b University of Bucharest, 36-46 Mihail Kogalniceanu Blvd, Bucharest,050107, Romania
Abstract
This study presents the results of a quasi-experiment in which 49 primary school children took part in order to assess if learning to tell a story in front of an audience improves communication and literacy. For 8 consecutive weeks, each student from the experimental group learned to tell a story to an audience during the weekly mandatory Reading class. Meanwhile, the control group did the curricular activities. The findings suggest that storytelling could be an efficient method to develop verbal fluency, verbal expressiveness, nonverbal expressiveness, self-confidence in front of an audience and teamwork for primary school students.
copy; 2015TheAuthors.Published.by byElsevierElsevierLtd.LtdThis. is an open access article under the CC BY-NC-ND license
(Peerhttp://creativecommons-reviewunderresponsibility.org/licenses/byofthe-ncScientific-nd/4.0/). Committee of PSIWORLD2014.
Peer-review under responsibility of the Scientific Committee of PSIWORLD 2014.
Keywords:telling stories; communication; literacy; primary grades; verbal fluency; verbal expressiveness; nonverbal expressiveness; self-confidence in front of an audience; reading for pleasure; reading comprehension; listening; emotion recognition; teamwork
1. Introduction and purpose of the study
Storytelling is a performing art based on authenticity and also the oldest form of education (Gottschal, 2013). All cultures around the world have transmitted their traditions, history and myths by telling stories. In the last 30 years, United States and Great Britain have witnessed a revival of storytelling both as an art form and as an educational tool. In the United States, storytelling has been used as a compulsory subject in 50% of schools (Hamilton, 2005) in order to develop language skills, literacy and to build character.
The purpose of the study was to examine the impact of an 8-week storytelling course on the communication and literacy skills of second-grade school children. The variables tested were verbal fluency, verbal expressiveness,
nonverbal expressiveness, self-confidence in front of an audience, reading for pleasure, reading comprehension, listening, emotion recognition and teamwork.
2. Method
The authors utilized a sample of primary school students (N=49) from a Bucharest public school. The research was designed as a quasi-experiment. 2 parallel secondary grade classes were chosen: one as the experimental group (25 students) and the other one as the control group (24 students).
Both groups completed the pretest activities in the same week. One activity consisted in telling a personal story in front of the class (they had time to prepare it in advance as homework), while their performance was assessed by three independent observers using BAR scales. Verbal fluency, verbal expressiveness, nonverbal expressiveness, self-confidence in front of an audience were assessed that way. Other activity consisted in participants hearing a story told by an evaluator and then completing key words from the story in a questionnaire. Listening skills were evaluated in this manner. Reading comprehension was assessed in an activity where participants received the text of a short story, read it and then had to draw a scheme of its main events (it was emphasised that drawing skills did not matter, drawings could be ugly and could be accompanied by written key words or short explanations). Still another activity in which participants had to cooperate in small groups to build a story according to certain simple rules was utilized to measure cooperation skills. Emotion recognition of seven basic emotions: joy, sadness, anger, fear, surprise, disgust and contempt (Ekman, 2003) was assessed in an activity where the evaluator said the same phrase several times, while conveying each time a different emotion via appropriate intonation, facial expression and gestures. The participants had to write on the spot in a questionnaire a word describing how they thought the evaluator felt in each situation. Lastly, participants were asked to complete a questionnaire with titles of stories, articles or books they had recently read for pleasure.
After the pretest, the experimental group participated in the intervention program - 8 weekly sessions of storytelling activities which took place during the Reading class, for 1 hour. Meanwhile, the control group did the usual curricular activities.
At the end of the 8 weeks, both groups completed the post-test activities which were similar to the pretest ones, with a different content - stories, cooperation game, phrases used for emotion recognition etc. Each of the students in the experimental group told their chosen stories in front of the class. The children in the control group prepared another set of personal stories at home and also told them in front of the class. Their performance was assessed using the same BAR scales by three independent observers.
The intervention program was inspired by a storytelling program used in American schools (Greene, 1987, Haven, 2000, Lipman, 1994, 1999, 2006, MacDonald, 2005, Mooney, 2005, Sima, 2003, Simmons, 2006, Warren, 2008). The authors also used as guidance the character development school programs (KIPP, 2014) grounded in positive psychology. The the Teaching Character and Creating Positive Classrooms course offered by Relay Graduate School of Education New York on the Coursera platform (www.coursera.org/course/teachingcharacter)
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