Study On The Development Of Learning Story Completion Skills Among Children Aged 3-5

In order to find out how the preschool children's learning storycompletion abilities developed in a single cultural context,This study selected 90 preschoolers from two kindergartens in Shanghai,and collected those children's narrative corpora on negative and positive learning stories completion.Through analysis of narrative micro-stucture and macro-structure,this study found:First,prescholer'snarrative language in learning story presents an age trend.Children can gradually express more words,sentences,and use more complex sentence structure.They use rich and varied vocabulary to describe the contents of “going to school” and“learning” increasingly.In addition,the total amount and type of narrative structure on learning story completionalso show an age trend.However,as child grown older,the proportion of ecaluation and speech in children's narrative increased,but the proportion of event is decreased.Second,compared with other narrative types,prescholer's narrative performance is worse in learning story completion tasks.On the one hand,the amount of utterances and syntactic levels in the learning stories are lower than the performance in personal life narration and independent narration.On the other hand,compared with other types of narratives,the narrative structure number and type in the 3-5-year-old children's story completion is less,and the structural development is not balanced,lackingmain structure type.Compared with personal life narratives and independent narratives,children to use more evaluations and speech,but less description of the events and the description of the people's time and place on learning story completion.Third,-5 year-old children's narrative performance in negative learning story is different from positive learning story.It's mainly reflect on narrative macro-structure.The macro structure of the positive theme story is more complete and the description of the plot is more abundant and complex.The macro structure of the positive theme story is rather simple,children described very limited plot.They mainly focus on the evaluation of the protagonist behavior.In this regard,the researchers suggest that the evaluation of young children's narrativeabilitys should be combined with the performance of children's various narrative types;teachers and parents should selecting familiar,comprehensible and imaginative topics to improve children's narrative ability;at the same time,what is more important is that families,kindergartens,and society should woek jointly to build a positive environment for children's learning,and help children develop a positive and autonomous learning experience.