幼稚園師生問答歷程之描述--以一大班的小組活動為例

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題名:
幼稚園師生問答歷程之描述--以一大班的小組活動為例
著者: 林怡伶; Lin, I-Ling
林慧芬; Hueih-Fen Iris Lin; 國民教育研究所
主題: 小組活動; 發問; 教學策略; 幼稚園老師; 師生互動; 鷹架教學; small group activity; questioning; teaching strategy; kindergarten teacher; interaction; scaffolding
描述: 摘要本研究旨在探究幼稚園大班的小組活動中，師生的問答歷程。以瞭解幼教老師如何運用提問以及對幼兒回應的接續回應，來架構其教學內容，以實現幼兒為中心的教學方式。本研究採質性研究的方式，以一位以全語言理論為教學精神的資深幼教老師--季老師為觀察對象。研究者實地進入季老師的教室進行為期一年的觀察，收集資料的方式主要包括錄影、錄音、訪談和田野筆記。本研究以實地理論作為分析資料的理論基礎，並進行三角檢測以增加資料的可信賴度。研究者選取15次的小組活動，翻錄其中師生互動的語言，以分析季老師提問的「時機」、「問題類型」，「幼兒回應老師問題時的特色」以及「對幼兒回應的接續回應」。本研究的主要發現如下：壹、在小組活動中，老師提問的時機主要是為了擴充主題的發展以及促使教室活動順利的運作。擴展主題的問句佔整體的81.89%，而為了促使教室活動順利運作的問句佔總問句的18.11%。貳、季老師的問句多從活動中具體操作的感官經驗出發，並聯結幼兒目前所學至其生活經驗。從幼兒的回應和教學脈絡所顯現的特性，季老師發問的問題類型可以分為六大類：包括「關於經驗的問題」、「關於感受的問題」、「關於想像創造的問題」、「關於邏輯推理的問題、「促使活動順暢的問題」。每個大類別下有其小類別，整體而言，季老師最常發問的小類別是「感官經驗」和「生活經驗」類的問題。另外一類是當幼兒說話太小聲或有外在干擾時，老師會發問「聽不清楚而問的問題」。參、在小組問答歷程當中，參與小組活動的白兔班幼兒，在認知、語言表達、社會互動方面顯示出屬於大班年齡層的特殊性。肆、在問與答的歷程中，季老師接續回應的特色是：營造支持性的的學習氣氛，以幼兒的想法為中心再擴充深入的問話策略，以各種對幼兒回應的接續回應搭建學習的鷹架，並且和幼兒共同建構學習的內容。方式包括：「複述」、「擴充式問句」、「探詢式問句」、「情緒支持」、「說明」、「直接告訴」、「提示」、「紀錄」、「統整」。其中「複述」又包括「選擇性複述」、「純粹複述」和「疑問式複述」。每一種接續回應的方式都有其使用的功能。「純粹複述」、「情緒支持」、「說明」和「探詢式問句」，是老師接續回應最常使用的方式。伍、當幼兒的回應不適切時，「純粹複述」、「情緒支持」、「說明」、「探詢式問句」是季老師最常接續回應的方式。老師並不會直接對幼兒不適切的回應做負面的評價，而是運用各種接續回應的方式，包括「擴充式問句」、「探詢式問句」、「提示」，來引發幼兒適切的回應，或者「直接告訴」幼兒老師的想法。老師使用「擴充式問句」、「提示」、「直接告訴」的機率，在幼兒回應不適切時的機率比幼兒適切回應的機率高。研究者依據上述結論，對幼教老師、發問課程以及季老師提出建議。關鍵字：小組活動、發問、教學策略、幼稚園教師、師生互動、鷹架教學
ABSTRACT This case study begins at observing questioning and responding process between the kindergarten teacher and children in small group activities. The purpose of this study is to explore how a kindergarten teacher uses questions and follow-up responses to students''responses to construct her teaching contents and to realize her child-centered belief . The writer observed the highly experienced kindergarten teacher, Mrs. Gi , who teaches with the philosophy of whole language. The writer spent a whole year collecting data in Mrs. Gi''s class, and collecting methods included video recording, taping, interviewing and field noting. The analysis procedure is based on the grounded theory, and the reliability is increased by using triangulation. There are 15 small group activities were selected and transcribed, and Mrs. Gi questioning timing, the types of her questions, the characteristics of children''s responses, and the ways of Mrs. Gi''s follow-up responses were analyzed. The main conclusions were drawn as follows: 1). In the small group activities, Mrs. Gi''s questioning timing was when she wanted to expand the topic content, or to keeping activity procedure smoothly. In all questioning timing , The former timing was 81.89% and the later timing was 18.11%. 2). Mrs. Gi''s questioning were mostly based on the experience of children''s operation during the activities. The questions combine the children''s learning recently and real-life experience. According to the characters from the children responses and context, Mrs. Gi''s questions can be divided into six main categories, including" The questions about the experience", "the questions about feeling", "the questions about imaging and creating", "the questions about logic and reason", and "the questions to help the activities executing smoothly. Each main category contains other sub categories. In generally, Mrs. Gi used a lot of questions about the children''s experience from operation and real-life. The other type of questions is asked when Mrs. Gi can''t hear children''s speaking, because children spoke too softly or conversation was disturbed. 3). During the process of responding, the children of little rabbit class who joined the small group activities, showed the specific characteristics in cognition, verbal expression and social interaction. 4). During the questioning and responding process, the characteristics of Mrs. Gi''s follow-up responses is to create the supporting conversation atmosphere and to promote dialogue quality on basis of the children''s thought and responses. She used various follow-up response styles to construct the children''s learning. She cooperated with students to create the learning concept. Those methods include repeating, expanding questions, sounding out questions, emotional support, explanation, telling directly, hinting, recording, and integrating. The ways of repeating includes selective repeat, directly repeat and repeat doubtfully. Each response has its function, and emotional support, explanation and sounding out questions are the methods Mrs. Gi often used for follow-up responses. 5). When children respond improperly. Directly repeat, emotional support, explanation and sounding out question are the methods Mrs. Gi often used for follow-up responses. Mrs. Gi wound not directly correct children''s errors but use a lot methods of follow-up responses to lead students to proper response, including expanding question, sounding out question, hinting, or directly telling. Expanding question, hinting, and telling directly, are used more frequently by Mrs. Gi when children respond improperly . According to the conclusions, some suggestions to kindergarten teacher, questioning programs and Mrs. Gi were submitted Key words: small group activity, questioning, teaching strategy, kindergarten teacher, interaction, scaffolding
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建立日期: 2000
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4768
資源來源: NUTN IR

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幼稚園師生問答歷程之描述--以一大班的小組活動為例

林怡伶; Lin, I-Ling 林慧芬; Hueih-Fen Iris Lin; 國民教育研究所 2000

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