讲故事与叙事2018npr.org
给孩子读故事时，孩子的大脑里发生了什么
What's Going on in Your Child's Brain When You Read Them a Story?
导读
这篇 NPR 报道讨论给孩子读故事时大脑里发生了什么，并借不同呈现方式的比较说明朗读与共读的价值。对写作者来说，它提醒我们：故事效果不只在文字，还在讲述者的声音、节奏和留给孩子想象的空间。
可以直接用的写作要点
- 01
朗读自己的作品时要投入能量和变化，不必逐字照本宣科，适度偏离文本反而能抓住听众。
- 02
写作时给读者留下用想象力补全世界、角色和声音的空间，比把所有画面直接交代完更有黏性。
- 03
先让读者通过文字或朗读熟悉故事，再让他们接触改编或视觉版本，理解和投入往往更深。
- 04
要考虑作品被读出来时的节奏和可听性；口语输入对语言能力的影响很直接。
HN 评论精选
作者亲自朗读示范了有能量、可偏离文本的讲述，能激发孩子兴趣并让朗读者更敢发挥。
这三个版本都来自加拿大作家 Robert Munsch 的网站。听 Munsch 亲自朗读自己的故事会很有启发：他朗读时投入大量能量，孩子们似乎很喜欢；他还常常偏离出版文本。听他读让我作为朗读者愿意冒更多险。我给女儿幼儿园班读《纸袋公主》，然后播放 Munsch 的版本；每次我再去，孩子们都会问能不能听作者读自己的书。
dmlorenzetti查看英文原文
All three versions came from the Web site of Canadian author Robert Munsch. Hearing Robert Munsch read his own stories can be a revelation. He puts so much energy into the reading, in a way that kids seem to really enjoy. He also often deviates from the published text. Listening to him made me willing to take a lot more risks as a reader. I read "Paper Bag Princess" to my daughter's kindergarten class, and then played them Munsch's rendition [0]. Whenever I go back, the kids ask if they can hear an author reading their own book. [0] https://www.youtube.com/watch?v=hIPrb-sA6Uo
先读文字改编再观看，能带来更深理解和偏好，说明朗读与文字输入有优势。
我注意到儿童书最近一个趋势：很多是单集卡通的“小说化”。比如有大量《星球大战：克隆人战争》书，每本其实是一集。我先给孩子买了书，读了很多遍；后来一起看节目，发现前两集我已经给她读过书。很酷的是，她对前两集的理解比后面几集深得多，甚至更喜欢书。我的单点数据似乎支持这项研究：有人读给她听时她处理得更好。
jedberg查看英文原文
One thing I've noticed as a trend in children's books lately is that a lot of them are "novelizations" of single episodes of cartoons. For example, you can find a bunch of Star Wars Clone Wars books, and it turns out each book is an episode in the series. I discovered this because we got my kid the books first, which I read to her a bunch of times, and then one day we sat down to watch the show together, which I'd actually never seen, and realized that the first two episodes I'd already read to her as books. What was really cool though was that she had a much deeper understanding of those first couple episodes than the subsequent episodes, and actually preferred the books to the show. Anyway, my whole point is that my single point of data seems to support this research -- that she processed better when read to.
读者用想象力参与建构世界，因此文字版本更易形成个人化、深度依恋的理解。
这印证了我的假设：多数读者更喜欢书而不是同一作品的视觉改编（HP、LOTR 等），因为阅读时他们用想象力构建世界、角色和声音，于是每个方面都有更合自己口味的解释；而导演好的视听体验不太可能同样匹配我的印象。比如我是有色人种，即使角色没明说，我也可能把一些角色看成有色人种。还有龙长什么样、角色相对多高等。因为我们主动参与了世界的创造，也会更依恋它。
keerthiko查看英文原文
This corroborates my hypothesis for why the majority of book readers like their books better than visual renditions of the same (HP, LOTR, etc), because they use their imagination to construct the world and characters and voices when reading, and thus find a more appealing interpretation for every aspect of the story, whereas a directed audio-visual experience is unlikely to match my impression as well. For example, if I'm a PoC I'm likely to see some of the characters as PoC as well even if they're not explicitly described so. So many other things like "what do these dragons look like" and "how tall is this character relative to others" etc. Because we were actively involved in creating the world, we'd be more attached to it too.
口语朗读和对话对儿童语言能力有可见影响。
我认识的儿科医生基本能立刻分辨出电视或手机带大的孩子和主要被朗读、对话的孩子，语言能力差异明显。
jonbarker查看英文原文
Pediatricians I know can basically immediately tell the difference between a kid raised by the TV/phone and one primarily read/spoken to. Obvious differences in verbal ability.
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