叙事能力是幼儿语言能力的重要组成部分，叙事能力的提升对幼儿日后的读写能力、认知发展及社会交往等具有重要意义。新加坡实行双语政策，英语占主导地位，幼儿往往在进入幼儿园以后才开始接触华语，华语叙事能力相对偏低。图画书图文一体的表现形式可以让幼儿通过图画来获取信息，理解故事内容，对幼儿有很强的吸引力。对话式阅读是一种新型分享阅读方式，能够很大程度地提高幼儿对图画书内容的理解和表达，提升幼儿的叙事能力。

本研究采用干预研究，探讨如何有效运用图画书对话式阅读策略提升新加坡本地岁华族幼儿的叙事能力。研究对象为研究者所任教的新加坡某学前机构幼儿高班的名本地双语家庭的岁幼儿。干预研究共分两个阶段进行，研究者运用图画书对话式阅读策略与幼儿分享阅读了本一般图画书和本本校推荐的阅读本。在前测、中测和后测时运用无字图画书《青蛙，你在哪里？》对研究对象进行一对一测试，以此为基础来制定干预第一阶段研究方案和调整第二阶段的研究方案。

研究结果显示：对话式阅读策略对新加坡本地双语家庭岁华族幼儿叙事的宏观结构能力上有明显的提升作用，宏观结构总分均值从前测时的14大幅提升至1263,能有效提升在故事情节、主人遭遇的表现，但对故事主题要素提升效果相对较低；在微观结构方面，对话式阅读策略能大幅度提升幼儿的总词汇量和相异词汇量，平均增幅可达倍；幼儿叙事的平均句长增幅也非常显著，同时能有效降低幼儿叙事的语码混用现象，但是部分来自双语偏英家庭的幼儿对华语学习的动机不强，他们叙事的语码混用现象并未得到较大的改观，有的幼儿后测时语码混用句子占比依然达6957％之多。教师在运用对话式阅读策略的步骤与提示并非一成不变，需要根据观察到的幼儿反应来做适当调整，才能引导幼儿针对故事的内容和情节发展做深入思考，提升华语词汇量，从而协助幼儿用完整的华语语句发表自己的看法，促进其叙事能力的发展。

针对对话式阅读策略的运用，本研究提出建议：教师选择的图画书应具有结构清晰、故事内容贴近幼儿的生活、与幼儿的年龄相适应；针对幼儿的反应来调整图画书的运用方式及对话式阅读策略的运用步骤，促进幼儿针对故事的内容和情节发展做深入思考，提升他们的叙事能力。

The narrative skill is important in children's language learning. The improvement of narrative skill is of great significance to their future reading and 订ti g, cognitive development, and social interaction. Singapore implements a bilingual policy, but English still dominates in the families. Children often start to learn Chinese after entering kindergartens, so their narrative skill in Chinese is relatively lower. Using picture books can let them obtain information through pictures and understand the content of the story. Picture book reading is often used in kindergartens. Dialogic reading is a new way of sharing stories, which has great potential to improve children's understanding and expression of picture book content and their narrative skill. The purpose of this study was to -explore how to improve the narrative skill of local Chinese children aged 4 years in Singapore and investigate its effect.

In this study, I used the intervention research approach to read picture books in two rounds for eight weeks. The second round was improved based on the results of the first round. A pre-test before using the dialogue reading approach, a mid-test after the first round, and a post-test after the second round were conducted with the children on a one-to-one basis. The collected narrative texts were quantitatively analyzed to investigate the effect of dialogic reading on their Chinese narrative skill. The qualitative method using specific language sample case analysis was conducted to supplement how conversational reading could effectively promote Chinese vocabulary acquisition and narrative skill.

Results showed that the dialogic reading strategy of using picture books significantly improved the macro structure ability of the local Chinese four-year-old children. The average total score of the macro structure has increased significantly from 4.14 in the pre-test to 12.63 in the post-test. In terms of specific narrative elements, the picture book dialogic reading strategy could effectively improve their performance in the story plot and the experience of the people inside the story, but the improvement effect of story theme elements was relatively low, and some children had difficulty in grasping the story theme. The picture book dialogic reading strategies greatly improved the total vocabulary and distinct vocabulary. Children could increase the average sentence length. The average sentence length of the children from the bilingual Chinese families increased significantly. The picture book dialogic reading strategies could effectively reduce the phenomenon of mixing Chinese and English together, but the children coming from the families with strong English language backgrounds still mixed Chinese with English, who were not obviously improved. Some children still accounted for 69.57% of mixed-code sentences in the post-test. The dialogic reading strategies could not be fixed. They need to be adj usted according to the observed children's reactions to promote children's in-depth thinking, and enhance their Chinese vocabulary. By doing this, the children could share their own views, and develop their narrative skills.

At the same time, for the use of dialogue-based reading strategies, this research suggests that the picture book selected by the teacher should have a clear structure; the content of the story should be close to the real life of the child, and the child's age should be adapted. In addition, teacher should use the method and the steps of the dialogue reading strategy to promote children's in-depth thinking on the content and plot development of the story, and enhance their narrative ability.