運用故事結構教學促進幼兒重述故事能力之行動研究

NHUIR > College of Humanities > Department of Early Childhood Education > Disserations and Theses > Item 987654321/23119

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Title:	運用故事結構教學促進幼兒重述故事能力之行動研究
Other Titles:	Action Research on Using Story Structure Teaching to Improve Children's Repeat Stating Story Ability
Authors:	蘇惠玲 Su, Hui-Ling
Contributors:	幼兒教育學系劉惠君 Huei-Chun Liu
Keywords:	故事結構教學;故事重述;行動研究 story structure teaching;story re-narration;Action research
Date:	2015
Issue Date:	2015-08-24 15:19:39 (UTC+8)
Abstract:	本研究旨在探討故事結構教學對於幼兒故事重述能力的影響，並了解教師在結構教學歷程中，所遇到的困境與解決策略。透過行動研究，研究者以繪本搭配故事結構教學，幫助幼兒聽故事後對繪本的理解，促進幼兒重述故事的能力。過程中蒐集幼兒重述故事學習單、敘事評分表，輔以錄音、錄影、訪談、教室觀察、教學省思等資料，進行三角驗證回答研究問題。　　獲得本研究的結果如下：一、漸進式的故事結構教學介入鷹架，建立幼兒對故事結構元素的概念透過「故事屋」、「故事學習單」師生同儕的互動討論，認識「主角」、「事件發生經過」、「結局」等故事元素。二、幼兒在重述故事的能力有所提升：幼兒聆聽故事後，輔以角色扮演及延伸活動加深對故事內容的記憶，並藉由前導期、示範期、獨立練習期三次的「口語敘事評分表」的評分，發現幼兒在重述故事時將故事結構元素內化，完整性敘述故事有明顯的提升。三、在行動研究中教師對於幼兒在結構教學的歷程，以及重述故事的討論與分析不斷的檢討與省思，促進教師在教學知識、教學方法、教學能力獲得專業成長。　　The study aimed to the influence of structure teaching to repeat stating story ability of children and realize the obstacles and solution strategies of teachers in the process of structure teaching. The researcher performed the structure teaching with picture books through the adoption of action research method to help the realization of children to books after listening to the story and facilitate the re-narrating ability of them. The re-narrating story working sheets and narration evaluations were collected in the process with information such as records of audio and video, interviews, classroom observation and reflection to perform the triangulation and answer the research questions.　　The results of the study are as follows:● The progressive story structure teaching intervention framework establishes the concept of children to story structure components: recognize story elements “main character”, “the course of the event”, “ending” by the interaction and discussion of teachers and children by “story house” and “story working sheet”.● The improvement of re-narrating ability of children: After listening to the story, the memory of story contents were strengthened by performing the role-playing and extensive activities. The study found that children internalized the elements of story structure when re-narrating the story with 3 times of scorings of precedence, trial, independent practicing in “oral-narrating evaluation”, and showed the significant improvement to completeness of story narration.● The continuous review and inspiration of the process of structure teaching of teachers to children and the discussion and analysis of story re-narration in action research facilitates teachers to learn the professional skills on teaching knowledge, methods and abilities.
Appears in Collections:	[Department of Early Childhood Education] Disserations and Theses

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