Comparative Study Of Children’s Narrative Ability Of Senior Classes In Urban And Rural Areas

Early childhood is a key period for language acquisition,and narrative ability is an important embodiment of children’s language application ability,which is a comprehensive ability to integrate various language basic elements such as speech,semantics,grammar and language.Many studies have proved that narrative ability is one of the seven key elements that directly or indirectly affect children’s reading comprehension ability,and is closely related to young children’s future literacy ability,reading comprehension and academic performance in primary school.The purpose of this study is to investigate the development status of urban and rural children,explore the differences and influencing factors,and put forward educational suggestions to provide support for narrowing the differences between urban and rural children and improve the development quality of urban and rural children’s narrative ability.This study includes 164 urban and rural children,with the blank picture book " Frog,Where Are You?" As a research tool,the narrative ability of urban and rural children from two aspects of macrostructure and microstructure.Macro Structure According to Mile＆Chapman’s "Frog,Where Are You?" The analysis framework and scoring criteria are coded and evaluated,including Plot Line,Theme References and Misadventures.The microstructure is discussed from the two aspects of vocabulary and grammar,which are five indicators: total vocabulary number（TNW）,different vocabulary number（NDW）,total sentence number（TU）,average sentence length（MLU）and average sentence length（MLU5）.A total of 164 corpus are collected for urban and rural children.This study takes the comparative study of the narrative ability of children in urban and rural classes,and adopts quantitative and qualitative research methods to investigate and compare the development status,differences and influencing factors of the narrative ability of urban and rural classes,so as to put forward targeted suggestions.The study found that: 1.The overall level of narrative ability macrostructure of urban and rural children is low;2.There are significant differences in the macro structure and microstructure of urban and rural children in narrative ability.In terms of macro structure,the performance of urban children is better than that of township children,the story structure is more complete,and the plot clues and themes are more rich.In terms of microstructure,the vocabulary diversity,word accuracy,overall development level of grammar;3.Except for narrative MLU5,there is no significant gender difference in narrative ability and girls are better than that of boys.The researchers analyzed the factors affecting the different narrative ability of urban and rural children from kindergarten and family.From the perspective of kindergarten factors,kindergarten language education environment,professional quality of teachers,language education activities and language interaction quality of urban and rural children,family factors,single factor ANOVA,parental education,reading quantity,reading instruction,and the frequency of urban and rural children.According to the research results,the following suggestions are put forward: 1.Give young children the opportunity of oral narrative,seize the critical period of rapid development of narrative ability;2.Provide targeted guidance to improve the macro structure ability of urban and rural children;3.Carry out interactive reading to improve the narrative micro structure ability of children in township big classes;4.Pay attention to the gender differences of boys and girls,improve the development level of narrative ability of urban and rural boys;5.Build a trinity support system to improve the development quality of township children’s narrative ability.