在全語言課程中建置幼兒閱讀評量之行動研究

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Title:
在全語言課程中建置幼兒閱讀評量之行動研究
Author: 蘇郁婷; Sue, Yu-ting
李連珠; Lian-ju Lee; 幼兒教育學系碩士班
Subjects: 幼兒; 評量; 閱讀; 全語言課程; young children; reading; assessment; whole language
Description: 本研究旨在全語言課程中建置幼兒閱讀評量。教師即研究者持全語言課程與評量之觀點，於任教之國小附幼，以行動研究方式進行閱讀評量之建置，以質性研究之精神蒐集與分析資料，在教學中檢視、省思和修正閱讀指標與評量方法。參與閱讀評量實施過程的班級成員以及評量的情形包括：教師們是協同教學也是合作評量者；幼兒自評的方式以觀察和訪談進行，映現幼兒在生活與學習中應用的情形，與知覺自己的閱讀能力的情形；家長評量則是鼓勵家長使用閱讀記錄本記錄幼兒在家閱讀的情形，實施後發現此閱讀記錄本不但作了家長評量資料的依據，也成為親師溝通閱讀的橋樑。綜合本研究之發現，教師在建置幼兒閱讀評量的過程中：（一）使用指標時會視實際情況加以修正；（二）規劃符合班級課程的閱讀評量方式；（三）規劃蒐集期能確保資料的蒐集齊全，並達成過程評量之目的；（四）邀請學習社群成員參與使閱讀評量更客觀；（五）撰寫總評時，考量幼兒的發展與學習特質，詮釋幼兒能力。
The purpose of this research is to develop children’s reading assessment in a whole language kindergarten classroom. As a teacher in this classroom, the researcher conducted an action research procedure to develop reading assessment procedure based on whole language philosophy, and adopted qualitative research approach to collect and analyze data. During research process, the researcher constructed, examined and re-examined, and modified the terms of targeted reading ability within ongoing teaching. The data collected included field notes of group discussion and teachers’ discussion, teacher’s self reflection, children’s learning anecdotes and interview notes to children.The researcher purposefully included all members of this class learning community, co-teacher, children, and parents, as the participants in the process of reading assessment. Two teachers in this classroom were co-workers of teaching as well as assessment. In order to reveal how children applied reading in their daily lives and learning and how they were aware of their own reading ability, they were invited to do self-evaluation through interview and observation. Parents were also encouraged to reflect on their children’s reading records. This handbook was designed to evaluate and illustrate children’s personal up-to-date reading comprehension. The researcher discovered that the handbooks provided not only references to children’s reading assessment, it functioned as the communication bridge between teachers and parents as well.To conclude the findings of this research, the teacher, as the action researcher, had—1. adjusted and modified the assessment terms of targeted reading ability to fit individual needs;2. planned appropriate assessment tactics to suit with the curriculum;3. Planned applicable collecting schedule to ensure that all intended types of assessment materials were collected to reach the ultimate assessment goal;4. made the assessment more objective through inviting all class members to participate in the assessment process;5. kept children’s individual development and learning character in mind while giving summaries of each individual child’s reading ability.The above conclusions resulted from this research were also considered as the suggestions for practitioners who were interested in children’s reading assessment. Other implications based on this research were also given for further research.
碩士
Creation Date: 2012
Format: 121 bytes
text/html
Language: 中文
Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/805
Source: NUTN IR

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在全語言課程中建置幼兒閱讀評量之行動研究

蘇郁婷; Sue, Yu-ting 李連珠; Lian-ju Lee; 幼兒教育學系碩士班 2012

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