國小低年級教師繪本選用評估準則及其教學經驗之研究─以雲嘉南地區為例

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Title:	國小低年級教師繪本選用評估準則及其教學經驗之研究─以雲嘉南地區為例
Other Titles:	A Study of Elementary School Teacher's Selection Criteria and Teaching Experiences in Using Picture Books--Examples from Yunlin, Chia-yi, and Tainan area
Authors:	李苑菁 Li, Yuan-ching
Contributors:	出版與文化事業管理研究所歐慧敏 Hui-min Ou
Keywords:	評選規準;繪本教學;繪本 picture books;picture books teaching;selection criterion
Date:	2011
Issue Date:	2015-01-19 14:32:07 (UTC+8)
Abstract:	本研究旨在探討國民小學教師運用繪本教學的經驗情形以及教師在選用教學繪本的評選規準之意見，作為繪本教學推廣及出版業者選擇繪本作品之依據。　　　本研究之母群體為雲嘉南地區國小低年級教師，依學校規模分層抽取103所學校，發出問卷707份，收回有效問卷601份，有效問卷回收率為85.01%。　　　本研究採用問卷調查法，並以自編之「國小低年級教師選用繪本進行教學的評估準則之研究問卷」作為資料蒐集的工具，對研究對象施測。根據雲嘉南地區的國小低年級教師問卷填答結果，以描述性統計、卡方考驗、t考驗、單因子變異數分析等統計方法實施檢定分析，主要研究結果如下：一、多數低年級教師在每學期都有使用繪本的機會，參加過繪本教學研習的教師占81.8%，而具有繪本教學經驗的教師有97%，教師在使用繪本於教學所融入的科目以閱讀課最多，依序又為國語課，生活課、綜合活動課。二、不同背景變項的教師在繪本教學相關經驗有差異：女性教師在「國語課」、「生活課」、「閱讀課」的繪本教學經驗多於男性教師。31-40歲的教師比50歲以上的教師有較多的繪本教學研習經驗。師範院校畢業及研究所畢業的教師在健康與體育課的繪本教學經驗比大學畢業的教師多。嘉義市的教師在繪本使用頻率與繪本教學經驗都比雲林縣的教師多。參加過繪本教學研習的教師有較多的繪本使用頻率及繪本教學經驗。三、教師對於教學選用繪本的「繪本評選規準」整體上給予重要性的評價。其中以「教育目的」因素為首要的考量，其次為作品的「兒童性」、作品的「版面屬性」、作品的「插畫特質」、作品的「文學性」，最後才是「作品評價」。四、不同背景變項的教師在「繪本評選規準」有差異：男性教師對「作品評價」規準的重視高於女性教師。五、不同繪本教學經驗的教師在「繪本評選規準」的看法有差異：每學期繪本使用頻率在5次以上的教師比1-5次的教師更重視「兒性」、「插畫特質」的規準。在數學課有繪本教學經驗的教師比沒有經驗的教師更重視「版面屬性」的規準。在健康與體育課有繪本教學經驗的教師比沒有經驗的教師更重視「文學性」、「插畫特質」、「版面屬性」的規準。在閱讀課有繪本教學經驗的教師比沒有經驗的教師更重視「兒童性」、「插畫特質」、「教育目的因素」的規準。　　The purpose of this study is to discover elementary school teachers' teaching experiences of using picture books and their opinions regarding the criteria of selecting picture books. The findings can be referred by teachers and publishers to select and to promote the picture books. The participants in this study were lower-grade teachers chosen based on the school scale and ratio from 103 elementary schools in southern areas of Taiwan. The valid questionnaires were 601 out of 707, and the return ratio was 85.01%. 　　　The questionnaire survey procedure was utilized to collect the data. The statistic methods, including the descriptive statistics, Chi-square, t-test and One-way ANOVA were used to analyze the data. 　　　The main findings were as follows: 1) many lower-grade teachers did have chances to use picture books in each semester. The numbers of teacher that participated in the seminars in relation to picture books teaching accounted for 81.8% and 97% of them had teaching experiences in using picture books. The teachers used picture books most frequently in reading classes, and followed by Mandarin, Life, and Synthesis classes; 2) The variances in teacher backgrounds showed differences in teaching picture books: (a) Female teachers had more picture books teaching experiences than male teachers in Mansarian, Life and Reading classes; (b) Teachers between the age of 31 to 40 had more experiences of picture books teaching seminars than teachers in the age of above 50; (c) Teachers graduated from Normal University and graduate program had more picture books teaching experiences than teachers graudated from general university in Health and Physical classes; (d) Teachers in Chiayi City had more picture books teaching experiences and used picture books more frequently than teachers in Yunlin County; (e) Teachers attended the picture books teaching seminars had more picture books teaching experiences and used picture books more frequently; 3) The picture books selection criteria were highly valued by elementary school teachers as they select which picture books to be used. The educational purpose was considered to be the most influential factor, and followed by child-friendliness, outlets, illustrations, literariness and work appraisal; 4) The variance in teacher backgrounds showed differences in picture books selection criteria that male teachers valued the criterion of work appraisal higher than female teachers did; 5) The teachers, with different experiences in teaching picture books, had different viewpoints on the picture book selection criteria: (a) The teachers using picture books over five times valued the criteria of childness and illustrations more than teachers who used picture books within five times in a semester; (b) the more experienced teahers valued the criterion of outlets more than less experienced teachers in Math classes; (c) the more experienced teachers valued the criteria of literaturiness, illustrations and outlets more than less experienced teachers in Health and Physical classes; (d) the more expereicned teachers valued the criteria of childness, illustrations and educational purposes more than less experienced teachers in Reading classes.
Appears in Collections:	[Department of Cultural & Creative Enterprise Management] Disserations and Theses(Institute of Publishing & Cultural Enterprise Management Studies)

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