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親子共讀無字圖畫書歷程之互動與反應

邱琬媜; Chiu, Wang- cheng 李連珠; Lian- Ju Lee; 幼兒教育學系碩士班 2008

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  • Title:
    親子共讀無字圖畫書歷程之互動與反應
  • Author: 邱琬媜; Chiu, Wang- cheng
  • 李連珠; Lian- Ju Lee; 幼兒教育學系碩士班
  • Subjects: 讀者反應; 互動; 親子共讀歷程; 無字圖畫書; parents-children co-reading process; interaction; wordless picture book; reader response
  • Description: 本研究旨在探究親子共讀無字圖畫書歷程之互動與反應，包括：了解家長與幼兒在共讀無字圖畫書歷程的話語互動方式，和探討親子對於無字圖畫書中情節、角色和圖畫之反應。 本研究採用質性研究的方法，以台南市一所國小附幼大班之七對親子為研究對象，透過現場觀察筆記、錄音、錄影和撰寫省思日誌來進行資料蒐集，蒐集時間共三個月。之後，採持續比較的分析方式和編碼分類策略進行資料解讀，最後，歸納、統整與詮釋所有資料，獲得的研究結論如下：一、家長在共讀無字圖畫書歷程之話語互動方式1.家長在內頁之前的共讀著重於封面討論，其互動方式共有三種，包括：專注封面文字討論、先封底後封面與封底圖畫討論、省略內頁之前討論。2.家長在故事進行中會使用不同類型的話語與關注不同圖畫中的訊息，其中，主動性話語以提問和陳述最多；回應性話語則以提供資訊回應和鼓勵贊同回應為主。3.家長在故事結束後採重點式討論，但也有家長選擇以內文最後一頁作為故事結束。二、幼兒在共讀無字圖畫書歷程之話語互動方式1.幼兒在內頁之前的共讀依循家長引導唸讀書名和討論圖畫，其互動方式共有三種，包括：唸讀封面書名與作者名、唸讀封底文字內容概要和回應圖畫討論。2.幼兒在故事進行中的主動性話語以陳述為主，其次為引起注意和提問；回應性話語以積極給予回應和贊同接受回應居多。3.故事結束的討論引發幼兒再次反省與回顧，並展現個人詮釋觀點。三、親子對於無字圖畫書中情節、角色和圖畫之反應1.親子對於情節的詮釋各具特色，然而對於圖畫細節的觀察與否導致豐富度、深入性與連貫性之差異，且家長較幼兒能掌握事件深層面。。2.親子皆易受到角色外在表象吸引，並以假裝對話方式呈現角色意圖，但家長較幼兒能覺察角色內心轉折與感受，而幼兒多以生活中熟悉人物命名角色等。3.親子對於圖畫的反應分為三部分，包括：親子容易忽略版面設計中封面與封底的圖畫訊息、解讀圖畫意涵方式多元，且能配合閱讀目的不同而調整閱讀策略。 最後，根據本研究之發現，提供家長、出版社實務之建議，和給予研究人員未來研究方向之參考。
    The purpose of this research was to investigate the interaction and response process of parents-children co-reading wordless picture book. The major concerns included understanding the verbal interaction between parents and young children and their responses to plots, characters and illustrations during co-reading wordless picture book. This study was conducted through qualitative research procedure. The participants involved seven parents and their children from a kindergarten in Tainan County. Data was collected within a span of three months and included participant observations, audio-taping, video-taping, and reflective journals. Each data was analyzed through constant comparison and coding strategy. Based on the results, several findings are presented as follows:1. Parents’ interactive verbal styles during the co-reading sessions included: a) Before introducing the main story, some parents conducted discussion on the text of the cover page, some focused on the illustrations of the cover and back pages, and some skipped the pre-story-telling discussion.b) During co-reading the inner pages, parents used different types of utterances and focused on various types of information in the pictures. In initiative talks, questioning and describing occurred most often. When responded, parents appeared to provide information, to encourage, and to agree with children most often.c) At the end of the co-reading, some parents tended to re-focus on the main points of the story, while others ended the story-telling right at the last page. 2. Children’s interactive verbal styles included: a) Before the story began, children followed parents’ lead to read text, including book title, author, and summary on the back page, and to discuss illustrations on cover and back pages.b) During co-reading the inner pages, children mainly focused on describing in their initiative talks, followed by attention-getting and questioning. In their responsive talks, providing feedback and agreement and accepting were found more often. c) At the end of the co-reading, children were engaged in reflecting on and recalling the story and demonstrating their personal interpretation of the story.3. Parents-children responses to plots, characters and illustrations of the books included: a) Parents’ and children’s interpretations of the plot were distinctive. Their respective observation to the illustration details lead to the differences in richness, depth, and continuity of their responses. Parents could get into deeper part than children.b) Parents and children were all attracted by the external appearances of each character, and they used as-if talk to present the characters’ intention. However, parents were more aware of the feeling and emotional transition of the characters. Children tended to name the characters by the people they were familiar with in their daily life. c) Three phenomena were found in the responses to illustration: neglecting the illustration information on cover and back pages, parents-children interpretations found diverse, and parents and children modifying their reading strategies to meet different reading needs. The finding of this study may provide suggestions for parents, publishers, and future researchers.
    碩士
  • Creation Date: 2008
  • Format: 121 bytes
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  • Language: 中文
  • Identifier: http://nutnr.lib.nutn.edu.tw/handle/987654321/2448
  • Source: NUTN IR
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