南華大學機構典藏系統:Item 987654321/25601
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    题名: 繪本教學提升幼兒閱讀理解能力
    其它题名: Action Research on Improving Children's Reading Comprehension Ability by Applying Picture Books in Teaching Activities
    作者: 李慧如
    LI, HUI-JU
    貢獻者: 幼兒教育學系
    陳竑濬
    CHEN, HONG-JUN
    关键词: 繪本;故事結構;閱讀理解;行動研究
    picture book;story structure;reading comprehension;action research
    日期: 2017
    上传时间: 2017-12-04 11:52:26 (UTC+8)
    摘要: 　　本研究旨在探究故事結構教學提升幼兒閱讀理解能力之教學歷程，並分析透過故事結構教學歷程中幼兒在閱讀理解能力之表現情形，以及進行故事結構教學提升幼兒閱讀理解能力時教師所面臨之教學困境。採用行動研究方式研究時間為106年1月~106年4月，共進行十二次的教學活動，選定6本繪本為實施故事結構教學的繪本教材，研究者依據鷹架學習的理論基礎，將教學活動分為教師示範期、教師引導期、幼兒獨力練習期三個階段。現場蒐集的資料有：故事屋學習單、故事結構評量表、省思札記、教室觀察記錄、協同教師回饋表等，透過不同的資料蒐集方法，及研究人員的專業對話及資料的重新檢核進行三角檢證。　　本研究獲得的結論與發現：一、在繪本教學的實施歷程：(一)繪本教學的歷程分為教師示範期、教師引導期、幼兒獨力練習期，教學流程為準備教學活動、發展教學課程活動，最後則是綜合活動。(二)繪本教學歷程應由簡至繁循序漸進，採用多樣化教學策略有助於幼兒主動參與討論及理解故事內容(三)活動時間的安排應視幼兒的學習狀況做調整，並設計動態的活動在課程中，提升幼兒的學習興趣。二、在進行繪本教學歷程中幼兒閱讀理解能力之表現情形：(一)透過視覺化圖像策略讓幼兒以圖畫思考，可以增進幼兒對故事內容更加理解，能自行看圖說出故事內容。(二)幼兒對圖畫中人物表情、動作的觀察更敏銳，對繪本內容討論更熱絡。(三)經過故事結構教學後，可以明顯看到幼兒在閱讀理解能力上有提升。三、在實施繪本教學所面臨之教學困境：(一)幼兒對故事結構元素「情境」中的時間及地點較無法具體描述，且對故事結構元素名詞不熟悉，增加幼兒認識故事結構元素的難度。(二)幼兒的繪圖能力差異影響合作故事屋海報繪圖內容。(三)幼兒對老師的提問內容容易混淆，考驗老師的故事結構提問技巧。　　最後，研究者根據本研究結果與發現，繪本融入故事結構的教學策略確實可以提升幼兒的閱讀理解能力，因此，研究者提出相關建議及未來研究方向，以供幼兒園的教師及研究者做為參考。
    　　The purpose of this study is to explore whether the teaching process of story structure improves children's reading comprehension ability, to analyze how the comprehension ability of children performs in the process of story structure teaching, and what kind of dilemma teachers faced in the process of story structure teaching to improve children's reading comprehension ability. The research was conducted from January to October in 2017; 12 teaching activities were carried out. Six picture books were selected as teaching materials. Based on the theory of Scaffolding Instruction, the teaching activities were divided into three stages: teacher demonstration period, teacher guidance period, and young children independent practice period. The information collected on the site was: story house learning sheets, story structure evaluation sheets, reflective thinking notes, classroom observation records, and collaborative teacher feedback forms. Triangulation was conducted through different data collecting methods, professional research dialogue, and double-checked data.　　The findings of this study are: A. Implementation process of picture book teaching: 1. The picture book teaching activities were divided into three stages: teacher demonstration period, teacher guidance period, and young children independent practice period. The teaching process includes preparation of the teaching activity, development of the teaching activity, and comprehensive activity at the end.2. The picture book teaching activities should be proceed, step by step, from simplified contents to complex details, and the use of diversified teaching strategies is helpful for children to take the initiative to participate in the discussion and understanding of the story.3. The timing of the activities should be adjusted as a child's learning situation, and the design of dynamic activities in the curriculum could enhance children's interest in learning.B. Children's reading comprehension ability performance during the implementation process of picture book teaching: 1. Through the strategy of visualization of the image, young children get to think about the picture, their understandings of the story content were enhanced, and eventually they can read the pictures on their own and retell the story.2. Children become more observational to the characters' expression and action, hence they are more sensitive and eager to the discussion of the contents.3. After story structure teaching activities, one can clearly see that children's reading comprehension ability has improved.C. Dilemma teachers faced during the implementation process of picture book teaching: 1. Children are unlikely to describe in details of the time and place of the story structure elements, and they are not familiar with the terms of story structure elements, which increase the difficulty for children to understand the story structure.2. The differences of children's drawing ability affect their collaboration to draw the story poster together.3. Children are easily confused by teacher's questions about the story content, which examines teacher's story structure question asking skills.　　Last, according to the results and findings of the present study, the researcher's teaching strategy of integrating structured storytelling into teaching can improve the reading comprehension ability of the children. Therefore, the researchers put forward relevant suggestions and future research directions for kindergarten teachers and researchers' reference.
    显示于类别:[幼兒教育學系] 博碩士論文

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