鷹架幼兒書寫能力之行動研究--全語言取向的教室活動

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題名:
鷹架幼兒書寫能力之行動研究--全語言取向的教室活動
著者: 顏綺貞; Yen, Chi-chen
李連珠; Lian-ju Lee; 幼兒教育學系教學碩士班
主題: 全語言; 幼兒; 書寫; 鷹架; 行動研究; writing; whole language; young children; action research.; scaffolding
描述: 本研究的目的在探究一個以全語言取向的教室活動中，可以透過哪些活動的安排設計，發展幼兒的書寫能力，瞭解幼兒書寫使用的情況，同時也提供適當的鷹架策略。研究進行採行動研究法，以臺南市國小附設幼稚園小班為研究對象，在書寫歷程的呈現部分則是以六位幼兒作為代表。研究時透過教學的觀察記錄、省思、對話、幼兒作品及活動相關作品的蒐集，發展各種書寫活動，從活動中瞭解幼兒書寫情形，再依幼兒個別差異提供合宜的協助。本研究發現，就活動設計而言，主題課程的發展以統整為原則；書寫在課程中是與活動相結合的；課程中的書寫重視幼兒的參與。幼兒的書寫方面，名字的書寫是藉由各種書寫經驗的累積而形成；日期書寫的概念與形式是從日常生活中建立；借書證的書寫乃結合日期與書名的書寫而形成；幼兒的書寫形式則透過許多的嘗試與修正而逐漸形成。教師的鷹架策略，是在真實的情境下提供書寫活動；尊重每位孩子的個別差異，給予不同的鷹架；充分給予幼兒安全感，提高書寫的動機；並鼓勵幼兒冒險，嘗試各種形式的書寫。研究者也提出研究後的想法─活動是活的，需要適時的修正；再次認識幼兒的書寫能力；再次認識自己；並形成對未來的想法。最後，研究者分別從實務教師與未來研究兩方面提供具體建議。
The purpose of this study was to investigate the ways of facilitating children’s writing in a whole language kindergarten classroom. The researcher, who was also the classroom teacher, particularly intended to find out (a) the kinds of activities which could better invite children to write, (b) children’s use and development of writing, and (c) the proper strategies the teacher could apply to facilitate children’s writing. An action research approach was applied as the major avenue of investigation. The research objects were the children from a kindergarten classroom which applied whole language approach in a public elementary school in Tainan City, Taiwan. As for presenting the process of writing development, intensive writing data from six children were selected. When implementing the study, the teacher developed various writing activities based on the information resulted from observations, self reflections, dialogues with colleagues and children, children’s works and writing samples, and activity documents. During the process, the teacher also attended to children’s writing and provided appropriate assistance to individual children according to their needs. The study revealed, in terms of curriculum development, that (a) integration was the core principle for the teacher to develop the theme based curriculum, (b) writing was integrated with conducted activities, and (c) children were encouraged to be in charge of their own writing. Regarding children’s writing, the study indicated that (a) children’s ability of name writing was developed through participating in various writing opportunities provided in the classroom, (b) the concepts and forms of date writing were established in daily living, (c) writing of library card was a combination of date- and book title writing, and (d) children’s writing forms were gradually developed through continuous explorations and revisions. Referring to the teacher’s scaffolding strategy, the study suggested that the teacher (a) arranged writing activities in authentic contexts, (b) valued individual differences among children and provided different scaffolds accordingly, (c) created sense of security for children in order to strengthen motivation to write, and (d) encouraged children to take risk and to try different forms of writing. After accomplishing the study, the researcher reflected that (a) activity should be kept flexible, and re-examined and amended timely, (b) the study acknowledged the researcher better understanding of children’s writing abilities and herself as a teacher, and (c) expectation to herself as a teacher in the future was developed. Finally, the researcher provided some suggestions to classroom teacher and further research.
碩士
建立日期: 2008
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2449
資源來源: NUTN IR

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鷹架幼兒書寫能力之行動研究--全語言取向的教室活動

顏綺貞; Yen, Chi-chen 李連珠; Lian-ju Lee; 幼兒教育學系教學碩士班 2008

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