| 摘要: | 本研究為多感官教學運用於大班幼兒注音符號認讀課程之行動研究，研究目的為探討多感官教學對幼兒注音符號認讀能力與興趣之影響，以及教師在教學實施歷程中所做的教學省思與成長。本研究由研究者擔任教學者，研究對象為新北市儷儷幼兒園〈化名〉年滿五足歲之大班幼兒，共二十六名，研究者於107學年度下學期進行九週的注音符號認讀教學活動，運用的多感官教學法包括：說故事、遊戲、唱遊、肢體仿畫、字形創意畫等。資料蒐集包括教室觀察記錄、幼兒注音符號認讀能力與學習興趣量表前後測、幼兒作品、學習單、教學省思、協同教師回饋等，主要研究結果如下：一、運用多元感官教學策略，有助於大班幼兒注音符號認讀能力與學習興趣表現。幼兒在注音符號認讀表現上，在9個單元均達到顯著差異，幼兒在注音符號認讀興趣上，除第一單元未達顯著差異外，其餘8個單元均達到顯著差異。二、透過多元感官教學，幼兒進行新詩創作、肢體排字、字形創意畫、砂字板觸寫注音符號、字形創意畫等活動，幼兒提高了學習動機與興趣。三、研究者透過本次行動研究，增進教師專業成長，如增強教學理論與實務結合能力、運用不同遊戲活動以提升幼兒學習興趣、增加自編故事能力與教具設計與製作知能，並重新觀察幼兒在學習上的多元表現。 本研究根據上述的研究結果，對學校教育人員以及未來相關研究提出具體建議，以作為幼兒注音符號認讀教學及後續研究之參考。
This is an action research study of the application of multi-sensory teaching for kindergarteners in Mandarin phonetic symbols learning. The purpose of this study was to explore the influence of multi-sensory teaching on kindergarteners' phonetic transcription recognition ability and their interest of learning, as well as the teacher's teaching reflection and professional growth in the process of teaching. In this study, the researcher served as a teacher, and the research subject was a kindergarten class of 26 five-year-old children in Lili Kindergarten in New Taipei City. The researcher conducted the Mandarin phonetic symbols learning activities for nine weeks in the second semester of the school year of 2018. The multi-sensory teaching methods included: storytelling, games, singing and playing, limb imitation, glyph creative painting. Data collection included classroom observation records, pretest and posttest of children's Mandarin phonetic symbols recognition ability and learning interest, children's works, learning sheets, teaching reflection notes, collaborative teachers' feedback, etc. The main results are as follows.1.The use of multisensory teaching strategies had influence on the children's Mandarin phonetic symbols recognition ability and their interest of learning. In the aspect of Mandarin phonetic symbols recognition ability, there was significant difference in the 9 units. In the aspect of children's interest in learning, there was significant difference in the 8 units. 2.Through the multisensory teaching, the children carried out activities such as new poetry creation, body words, glyph creative painting, sand-printing phonetic symbols, and glyph creative paintings. They also raised their motivation and interest in learning.3.Through this research, the researcher enhanced the professional growth, such as enhancing the combination of teaching theory and practice, the application of different game-based activities to raise children's learning interest, increasing the teacher's abilities of story writing and teaching-aid tools design, and re-observing children's learning in multiple performances. According to the research results, the researcher provides suggestions to school educators and related research in the future, as a reference for teaching young children's Mandarin phonetic symbols and subsequent research. |
