一位全語言教師圖畫書運用及全語言理念之實踐

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一位全語言教師圖畫書運用及全語言理念之實踐
著者: 蔣承璇; Chiang, Cheng-shuan
李連珠; none; 幼兒教育學系碩士班
主題: 圖畫書運用; 全語言教師; 全語言理念; picture book use; whole language philosophy; whole language teacher
描述: 本研究旨在探討一位全語言教師在課程中運用圖畫書架構的課程樣貌，以及個案教師在架構此課程時，對於圖畫書運用、課程與教學、教師角色、環境規劃及評量等面向所持的全語言理念，以及如何在課程中實踐其所持有的全語言理念。本研究以質性研究之個案研究法進行，研究對象為一位國小附設幼稚園教師，採用觀察、訪談、文件資料的蒐集等方式蒐集資料。研究結果發現運用《一片披薩一塊錢》架構的課程包括：（一）創作者概念活動；（二）藝術活動；（三）戶外教學相關活動；（四）《一片披薩一塊錢》文本內容活動。而圖畫書的運用方式則有閱讀、討論、延伸活動三種。個案教師對於圖畫書運用的理念有：以圖畫書建構文學課程；圖畫書運用的概念延伸至家庭；透過圖畫書學習多元能力。在課程與教學所持的理念是：主題課程為主軸的課程；生活化的課程；學習者參與規劃的課程；三位一體的學習。教師角色理念則扮演：包容者；反思者；語言示範者的角色。環境規劃則主張與主題和生活結合。評量主張的理念是：整體且真實的評量；以代表性行為進行的系統性評量；重視經驗的給予大於評量。研究者先以林老師所持的理念檢視其實際作為，再以全語言理念及全語言教學內涵檢視林老師於課程中的實際的做為哪些與全語言符應，以及未實踐和違背的做法。檢視後發現，林老師於課程中的作為與全語言理念、全語言教學內涵相符應的部分甚多。最後，依據研究結果對欲以圖畫書架構課程，以及將全語言落實在教學的教師和未來研究提出具體建議。
The main purpose of this study was to investigate a kindergarten whole language teacher’s belief and practice in picture book use and whole language philosophy in the following areas: (1) picture book in curriculum; (2) curriculum and instruction; (3) teacher’s role; (4) environment planning; and (5) assessment. Case study of qualitative research was employed as the major avenue of investigation. The date collection was conducted through observations, interviews and document collections.The major findings of this study included two parts. First, the curriculum based on picture book, “One Pizza One Penny,” constituted (1) activities in concept of author and illustrator, (2) art activities, (3) outdoor activities, and (4) text and content related activities. When utilizing picture books, the teacher usually read to and discussed with children and conducted extended activities. Picture-book related activities were based on the teacher’s belief that picture books were essential for literature-based curriculum, should be carried on to children’s family experiences, and were one of the ways for cultivating children’s multiple abilities.Secondly, four aspects appeared in the teacher’s belief of curriculum and instruction. For curriculum, she considered (1) thematic curriculum was her major curriculum construction, (2) learning process was three-in-one, (3) curriculum should be an expansion of children’s real lives, and (4) children should be invited to participate in curriculum decision making. For teacher’s role, she considered a teacher should be accepting, reflective, and a role model of language user. For environment planning, she considered environment should be reflective to curriculum theme and children’s daily lives. Regarding assessment, she considered should be authentic and holistic, systematic and taking representative behaviors as the means. When doing so, she valued more on experience provision rather than just conducting assessment.The researcher examined the teacher’s belief and her practice through comparing her stated believes, her teaching realities, and whole language philosophy to reveal their coherence, consistency, and inconsistency. Based on the research findings, the researcher presented suggestions in developing literature-based curriculum and whole language practice to teachers and future researchers.
碩士
建立日期: 2008
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/3053
資源來源: NUTN IR

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一位全語言教師圖畫書運用及全語言理念之實踐

蔣承璇; Chiang, Cheng-shuan 李連珠; none; 幼兒教育學系碩士班 2008

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