以圖畫書為本之活動增進個案幼兒社會能力之行動研究

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以圖畫書為本之活動增進個案幼兒社會能力之行動研究
著者: 李淑梅; Lee, Shu-mei
李連珠; Lian-Ju Lee; 幼兒教育學系碩士班
主題: 社會能力; 主導行為; 回應行為; 同儕互動; 溝通凝聚性; focused communication; social competence; peer interactions; appropriate response; self-direction
描述: 本研究乃為改善個案幼兒溝通問題而萌發的行動研究。從發現個案幼兒因溝通問題而無法見容於學前混齡的學習團體開始，研究者在透過兒童行為觀察法及語言障礙評量表釐清個案幼兒的問題與評估自身的能力之後，決定在班級現行的以圖畫書為本之活動課程架構之下，以短、中、長三期階段性目標為依據，設計出一系列與班級經營、課程有關的行動策略，企圖增進個案幼兒的社會能力，盼其能與同儕自然溝通，進而融入班級的學習情境，成為願意與他人合作的社會人。施行行動策略的同時，研究者必須觀察個案幼兒反應，並蒐集個案幼兒在研究歷程中，與同儕互動的觀察記錄、相關人員的訪談資料及研究者的省思日誌，並透過鍾鳳嬌的「社會能力評量表」來分析觀察資料，檢驗行動研究的成效，作為策略是否修正的依據，並確認行動策略繼續施行的必要性及價值。研究結果顯示，行動研究施行之後，個案幼兒在社會能力的表現上有明顯的進步，個案幼兒也已漸漸適應班級的團體生活。個案幼兒在與別人共處的能力、自主性及情緒開放性的表現上，改善最為明顯。而在工作取向、領導取向、行動取向特質、依賴性等方面的表現，雖然有所改善，但是較無明顯差異。在互動溝通行為的分析方面，個案幼兒出現主導行為，且有適當的回應行為，而其與同儕互動上，溝通凝聚性明顯提高釵h。這些轉變並非一夕之間，或僅歸巧饈S定行動策略之鷹架，事實上，策略與策略之間，有時亦產生交互作用。個案幼兒問題的改善，除了歸巧顙銂懋|能力的增進之外，最主要的因素還包括整個白兔班成員的態度改變。成員們包容和接納的態度，造就了溫暖而自然的學習環境，讓個案幼兒有足夠的動機、空間及時間，了解自我、表現自我、並透過模仿學習、漸漸的改變自己的問題行為。本研究的受益者不僅是個案幼兒一人，班級內所有的成員─包括研究者，在整個行動研究的歷程中皆學習到寶貴的一課。
This action research was derived from solving the communicative problems of a child in my kindergarten classroom. Upon finding the child’s problems, I conducted intensive observation to the child’s behavior and interactions with peers and assessment to the child’s language ability using Language Assessment Scale. Considering my own teaching situation, I decided to design a series of action strategy to be applied to classroom management and instruction. Within the on-going curriculum structure, a storybook-based curriculum, I set a three-stage goals, short-term, midterm and long-term, for implementing my action strategies. My strategies were to help the child developing social competence and maintaining natural communication with peers hoping that he could participate in learning activities and was willing to cooperate with others. During performing the action research, I also observed the reaction of the child and collected intended data. The data of this study included notes taken during observing the peer interactions and interviewing related people, and my reflection journals. I analyzed data using the framework taken from Social Competence Scale to evaluate the effectiveness of my action strategies in order to determine the necessity of modifying these strategies. The result showed that, after conducting the research, the child had significant improvement in social competence, gradually adapted himself to group life, could get along with others, showed autonomy on the things he did, and was able to express his emotion properly. However there was only a little improvement in achievement-orientation, approach- orientation and dependability. As for the analysis of interactive communication behavior, the child had self-direction and appropriate response. Moreover, there was more focused communication between the child and his peers. The changes neither happened by chance nor was contributed to certain action strategy. The improvement of this child was mainly due to the change of attitude in the whole class, also to his own social competence development. The acceptance of his classmates created a warmer and more natural learning environment, which helped the child to have enough motivation, opportunity and time to know and to express himself better, and to change his own problem gradually through learning from others. This research benefited not only the child but also the whole class and the researcher. All of us learned a precious lesson during the process.
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建立日期: 2005
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5209
資源來源: NUTN IR

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以圖畫書為本之活動增進個案幼兒社會能力之行動研究

李淑梅; Lee, Shu-mei 李連珠; Lian-Ju Lee; 幼兒教育學系碩士班 2005

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