幼兒家庭閱讀環境、親子共讀方式、幼兒閱讀興趣與語言能力相關之探討

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幼兒家庭閱讀環境、親子共讀方式、幼兒閱讀興趣與語言能力相關之探討
著者: 李幸真; Li, Hsing-hen
張麗君; Li-chun Chang; 幼兒教育學系碩士班
主題: 幼兒閱讀興趣; 親子共讀方式; 家庭閱讀環境; 語言能力; child reading interest and language ability; parent-child reading methods; child home literacy environment
描述: 本研究在探討幼兒家庭閱讀環境之現況與不同背景變項之差異情形、親子共讀方式之現況與不同背景變項之差異情形、幼兒閱讀興趣之現況與不同背景變項之差異情形，以及家庭閱讀環境、共讀方式、幼兒閱讀興趣與幼兒語言能力之相關情形。本研究對象為台南市幼稚園幼兒與父母各246位，家長填寫家庭閱讀問卷調查與親子共讀方式問卷，幼兒則進行口語表達，字彙理解與閱讀興趣之測量。最後將所得資料以描述統計分析、獨立樣本t檢定、單因子變異數分析和皮爾遜積差相關進行分析。研究結果顯示：一、家長與幼兒皆有良好的求知慾，但是缺乏閱讀分享。二、家庭閱讀資源普遍充足。三、家長及幼兒使用的閱讀資源較少使用借閱方式。四、閱讀活動幼兒性別為女性的家庭得分高於幼兒性別為男性的家庭。五、閱讀資源私立幼稚園幼兒的家庭得分高於公立幼稚園幼兒的家庭。六、閱讀資源主要照顧者為母親的幼兒皆顯著高於主要照顧者為祖父母的幼兒。七、家庭閱讀環境之閱讀活動、閱讀習慣與態度及閱讀資源三面向中，自0-1歲開始親子共讀者顯著高於其他組。八、閱讀習慣與態度中，高社經和中高社經地位者得分皆高於低社經地位者，在閱讀資源裡，高，中高和中社經地位者得分皆高於中低與低社經地位者。九、親子共讀時家長較常使用平舖直述中參雜小技巧的模式。十、親子共讀時家長比較缺乏後續鼓勵與讚美之回饋。十一、親子共讀適當提示型中組二(0-1歲)、三(1-2歲)、四(2-3歲)得分皆高於組六(4-5歲)。也就是共讀年數多的幼兒高於共讀年數少的幼兒。十二、拘束的閱讀方式會讓閱讀喪失對幼兒的魅力。十三、私立幼稚園幼兒之閱讀興趣高於公立幼稚園之幼兒。十四、口語表達能力越佳其畫圖詞彙成績亦也相對提升。十五、家庭閱讀習慣與態度越佳其畫圖詞彙成績也相對提升。十六、共讀方式與閱讀態度其為正相關，適當提示類型能增進幼兒的正向閱讀態度。十七、親子共讀之鼓勵聯想、適當提示型皆與閱讀環境之家庭閱讀活動負相關。十八、親子共讀之鼓勵聯想型與閱讀環境之家庭閱讀習慣與態度為負相關。
This research is discussing the child home literacy environment, parent-child reading method, and child reading interest’s present state and the circumstances under the influence with various background variables.The research subjects consist of 246 children and their parents from the kindergartens of Tainan City. The subjects’ parents are invited to fill out the questionnaires of home literacy environment and parent-child reading methods.As for the children, I give them tests on oral expression, picture vocabulary, and reading interests.The results are analyzed with descriptive statistics, independent-sample T test, One-Way ANOVA, and Pearson product-moment correlation. Results of this study lead the following conclusions：1. Parents and children are both thirst for knowledge, but lack of reading sharing.2.Home reading resources are generally adequate.3. Parents and children seldom obtain reading resources through borrowing.4. Families with daughters generally obtain higher score in literacy activities than those who have sons.5. Private kindergartens obtain higher score in reading resources than public kindergartens.6. Children raised by parents obtain much more reading resources than those raised by grandparents.7. Children from age 0 to one obtain significantly higher score in the three phases of home literacy vironment. The three phases are reading activities, reading habits and attitudes, and reading resources.8. Families with high and middle-high socio-financial ranks obtain higher score than families with low socio-financial ranks in both reading habits and attitudes and reading resources.9. During book reading parents more often used plain and direct narration mixed with some small tips.10. Parents lack of encouragement and praising feedbacks after parent-child reading.11. In“provide tips”aspect, the second, third, and the fourth group obtain higher score than that of the sixth group. More children possess long parent-children reading time.12. The binding of reading will cause reading losing its charm to children.13. Private kindergartners like to read more than public kindergartners.14. The better the oral expression ability, the higher the score gets in the picture vocabulary.15. The better family reading habits and attitudes the children have, their drawing vocabulary performances are also relatively upgrade.16. Parent-child reading methods are in a positive correlation with attitudes towards reading, “provide tips type” can enhance children''s positive attitude toward reading.17. The parent-child reading methods “provide tips type” and “encourage association type” with home literacy activities are negatively related.18. Parent-child reading to “encourage association type” and the home literacy environment of the parents’ attitudes towards reading are negatively related.
碩士
建立日期: 2012
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/800
資源來源: NUTN IR

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幼兒家庭閱讀環境、親子共讀方式、幼兒閱讀興趣與語言能力相關之探討

李幸真; Li, Hsing-hen 張麗君; Li-chun Chang; 幼兒教育學系碩士班 2012

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