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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/4973

    Title: 幼稚園創意繪本教學之展現-以幼兒利社會行為歷程分析為例
    Authors: 盧美貴;吳淑惠
    Contributors: 亞洲大學幼兒教育學系;致遠管理學院幼教系
    Date: 2009-11-25
    Issue Date: 2009-12-08 14:23:54 (UTC+8)
    Publisher: 亞洲大學幼兒教育學系
    Abstract: 一本好的繪本總是吸引孩子的注意力,甚至要求家長或教師重覆的敍說。經由教師的引導,除了能提高幼兒發表的意願,更有益於幼兒的語言發展,達到更佳的人際互動。透過創意繪本教學,採用多元活潑的教學方式和多樣豐富的教學內容,因人、事、物、地而變化,以期培養幼兒創造思考及解決問題的能力。
    本研究結果與發現如下:一、研究個案在分享、關懷及感恩方面,各有不同層次的歷程表現,仍需教師與 家長持續地給予引導。
    A good picture-book always holds children’s attention. They will even request parents or teachers to narrate it repeatedly. Through teacher’s guidance, in addition to increasing children’s motivation to express themselves, it helps to upgrade children’s language development and achieve a better interpersonal interaction. Through creative picture-book teaching, using a variety of and lively teaching methods and multiple and abundant contents, being flexible with different places, persons, environment and things, we expect to cultivate children’s creative thinking and problem solving ability. This study conducted a qualitative approach, adopting participant observation, behavioral observation, one-on-one interviews and document analysis as the main strategies of data collection, with two steps, twelve picture-books, taking 2 children, male and female each, as the targets of our research, and formed three research purposes: 1. To analyze the process of change in children’s prosocial behavior after conducting picture-book teaching. 2. To learn about the influence on subjects’ classmates, teacher and parents after conducting creative picture-book teaching proceeding. 3. To analysize the techniques needed in picture-book teaching. 4. To propose suggestions for picture-book teaching procedures and behavior guidance and assistance, according to the research results and findings, useful to kindergartens and their teachers willing to promote picture-book teaching for behavior counseling. The findings and the results were summarized as the following: 1. For prosocial behaviors, two subjects had different personal levels of development and needed help and guidance from parents and teachers to elicit a better performance. 2. The creative picture-book teaching process brings a positive influence on the two subjects’ classmates, their teacher and parents. 3. Being flexibe with different places, persons, environments and things, multiple and abundant creative teaching strategies upgrade children’s expressing ability and their love towards picture-book.
    Relation: 第六屆健康的幼兒教育學術研討會 53-75
    Appears in Collections:[幼兒教育學系 ] 會議論文

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