A Study On The Effect Of Narrative Teaching On The Structure Of The Story Narrative Ability

To narrow the differences in education, and promote equity in education has always been a focus topic within the field of education. Early education preparation as an important means to reduce differences in education result has caused the wide attention in scholars. Combined with China's practical education, early education for the young convergence phase exists mainly in kindergarten class for children 5-6 years old. Cognitive ability is one of the most effective convergences in kindergarten. After a long time practice,something can be found: cognitive domain to achieve the goal lies in the field of language education; language education in kindergarten has a serious tendency of primary school; language teaching pay little attention to children's expression but instill knowledge into their head; teacher tend to follow the teaching mode.In order to solve the practical problems of language teaching in kindergarten,The purpose of this study is to discuss the effects of narrative ability of story structure among5-6 years old children, by the application of narrative teaching method in kindergarten's language teaching. The researcher selected two classes in total 28 children as the object of study. The researchers used narrative teaching method in the experimental group in the process of language teaching, ask children to uread a wordless book "a boy, a dog and a frog" to tell stories, and score in the story structure of the checklist, then analysis two groups of story structure of the story narrative ability. Overall, the conclusions of this study are as follows:1. In the experimental period, the influence of narrative teaching which produces to the experimental group on children's story structure narrative ability is not significant.2. Children in the control group scores better in story structure, complete story plot, the story of the three than the experimental group, t but the difference is not significant.3. In the story structure scores, both of the children were poor in the reaction and response, the difference were significantly, control group were better than experimental group.4. Age has a significant impact on scores of inherent reaction and response. Older children can understand more characters in the story and the emotional resonance.5. The score of complete episode has highly correlation with the total scores. Children who scores high in episode two, their total scores are high too.6. Compared with story plot three and four, children more difficult to grasp the content of episode one and two. Children's story structure narrative ability were related to the number of image rendering to a certain extent.7. In the scores of story contents, The score of complete episode has highly positively correlated with the total score. Story plot 2 the higher the episode 2 score, the higher the total score.