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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/4960


    Title: 幼兒生命「故事」的編織-幼稚園繪本教學策略的運用
    Authors: 盧美貴;郭美雲
    Contributors: 致遠管理學院講座教授;桃園縣忠貞國小附幼老師
    Keywords: 繪本教學策略;多元化教學活動;picture book teaching strategies;diversified teaching activities
    Date: 2008-11-25
    Issue Date: 2009-12-08 13:25:54 (UTC+8)
    Publisher: 亞洲大學幼兒教育學系
    Abstract: 本研究乃針對大班幼兒說故事缺乏結構性的問題,藉由「師生對話式閱讀」、「故事結構鳥」與「網狀圖式法」三者組合而成的繪本教學策略,再結合「聽、說、畫、唱、編與演」故事的繪本教學活動,藉以提昇幼兒的故事編織能力。
    研究發現如下:(一) 期初的師生對話式閱讀,促進幼兒的故事敘事能力;對話式閱讀後,運用網狀圖與故事結構鳥,有助幼兒建立故事結構概念(二)期中的師生對話式閱讀,有助於引導幼兒繪本故事的重述;網狀圖示,可幫助幼兒述說出初具結構性的故事;故事結構鳥,可說出具結構性的故事(三)期末的師生對話式閱讀,幼兒能明確的回應故事結構問題;而相似主題之繪本的結合與激勵中延伸網狀圖,可幫助幼兒提昇故事的情節發展層次;另外,故事結構鳥雙翅的延展,能提昇幼兒的故事情節發展層次 至於繪本教學策略中融入的多元化教學活動,發現如下:(一)聽故事活動,建構幼兒繪本故事的情節圖像(二)畫故事活動,培養幼兒的故事創思(三)唱故事活動,幫助幼兒歡樂的故事回溯(四)編故事活動,提供幼兒學習故事情節的銜接(五)演故事活動,增進幼兒對故事情節深刻的印象 Children of the top class in kindergartens are commonly lack of structures when telling stories. This study aims to study the effects of integration of three types of picture book teaching strategies including the teacher-children dialogue reading, story structure bird, and web-based instruction, in combination with teaching activities of listening, speaking, drawing, singing, play writing, and acting picture book, to improve children’s story constructing abilities. The research findings are summarized as follows.(1) In the first phase, “teacher-children dialogue reading” improves children’s story describing abilities. After dialogue reading, “web-based instruction” and “story structure bird” are helpful to establish children’s concept about the story structure.(2) In the second phase, “teacher-children dialogue reading” enhances children’s story re-stating abilities. “Web-based instruction” helps children tell stories with a rough structure; while “story structure bird” enables children to tell structured stories.(3) In the third phase, “teacher-children dialogue reading” makes children capable to respond to questions regarding story structure precisely. In addition, the integration of picture books with similar topics and “web-based instruction” of extended story plots assist in increasing children’s story plot developing levels. Moreover, the spanned wings of the “story structure bird” can also serve the same function. Regarding diversified teaching activities in the picture book teaching strategy, the findings are as follows. (1) The “listening to stories” activity creates children’s story plot images from the picture books.(2) The “drawing stories” activity cultivates children’s creative thinking ability.(3) The “singing stories” activity helps children retrospect the story plots.(4) The “play writing” activity provides children with connecting ability of individual story plots.(5) The “acting stories” activity strengthens children’s memories on story plots.
    Relation: 第五屆健康的幼兒教育學術研討會 169-182
    Appears in Collections:[幼兒教育學系 ] 會議論文

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