從閱讀記錄本探索全語言教室中幼兒之借書行為

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題名:
從閱讀記錄本探索全語言教室中幼兒之借書行為
著者: 顏慧敏; Yen, Hui-min
李連珠; Lian-ju Lee; 幼兒教育學系碩士班
主題: 借書行為; 閱讀; 全語言; 幼兒; 書寫策略; book check-out; reading; young children. whole language; writing strategy
描述: 一般對幼兒閱讀的評估，往往只著重於閱讀的成效數據，忽略了借書過程中幼兒與閱讀的環境、文字、符號、圖像互動中所蘊含的複雜而有意義的歷程。因此，本研究旨在以全語言教室中的幼兒閱讀紀錄本為主，探究幼兒的借書行為，包括幼兒的借書動機、書寫策略、及環境資源三者的影響。本研究進行採質性研究，以台南市某國小附設幼稚園大班六位幼兒為研究對象，透過觀察、訪談、文件資料等方式蒐集資料。依研究目的分析資料並歸納，獲得以下研究結果：一、借書動機取決於個人興趣、課程影響、家人影響、同儕影響四個面向。當中個人的興趣偏好影響借書的動機最大，而受課程相關度、符合幼兒生活經驗的熱門書籍影響，或家人能否支持共讀及同儕間的互動與分享也不容忽視，在研究中佔有一定的影響因素。二、在幼兒借書歷程中，對於書寫閱讀紀錄本策略有：獨立完成書寫、採用自己的書寫順序、使用表徵媒介、預留空位、尋求口述代寫、從環境中取得資訊、加註個人評價等七個策略。期初，幼兒會採用表徵媒介自由的以圖畫符號表徵，後來幼兒能呈現個人的美編文字、自創符號，並加註個人的評價，更完整的記錄內容。三、環境的硬體設備有效刺激幼兒借書的動機，而環境的軟體資源也支持了幼兒的書寫策略。此外，環境軟體與硬體的營造對借書動機、書寫策略互有影響。最後，根據本研究的結論，對幼教工作者、父母、閱讀計畫推動者與未來研究者提出建議，以供參考。
Reading assessment in school settings usually focuses on quantitative data of effectiveness. Little attention has been paid on the complexity and processes of interactions between children’s reading behavior and their reading environment. The main purpose of this research was to investigate children’s behavior of book check-out in a whole language classroom. Through in-dept examinations on children’s library cards the researcher intended to find out how children’s behaviors during book check-out were interrelated to their motivations, writing strategies and environmental resources. The study was conducted using qualitative research procedure. The major participants involved were six children from a whole language kindergarten in Tainan County. The date was collected through document collection, observation, and interview and analyzed using qualitative approach based on research purpose. The findings include:1. The motivations of book check-out depended on children’s personal interest, impacts of curriculum, family members and peers. Personal interest tended to have more power on their choice of books. However, popular books related to children''s life experiences, parents’ paired reading and peers’ sharing and interaction played influential roles too.2. Children used different writing strategies when they filled out library cards at book check-out, including: independent writing, adopting one’s own writing order, using representational forms, place holding, seeking dictation, obtaining information from their environment, and adding personal comments. In the beginning, children used self chosen representational forms, included drawings and symbols to write. Gradually, they put editorial efforts on their character writings, invented their own symbols, and added personal comments to finish their library cards.3. The physical environment appeared to effectively stimulate children''s motivation of book check-out. On the other hand human resources provided supports to children''s writing during their book check-out process. In addition, interactional impacts of physical environment and human resources on motivation of book check-out and writing strategy were also found.
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建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/794
資源來源: NUTN IR

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從閱讀記錄本探索全語言教室中幼兒之借書行為

顏慧敏; Yen, Hui-min 李連珠; Lian-ju Lee; 幼兒教育學系碩士班 2012

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