應用讀者劇場在幼兒語文教學之行動研究--以口語表達為例

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題名:
應用讀者劇場在幼兒語文教學之行動研究--以口語表達為例
著者: 吳美秀; Wu, Mei-hsiu
林聖曦; Prof. LIN, Sheng-Hsi; 幼兒教育學系教學碩士班
主題: 口語表達; 幼兒語文教學; 讀者劇場; 行動研究; Oral Expression; Readers Theatre; Language Program of Young Children; Action research
描述: 本研究旨在探究教師應用讀者劇場於幼兒語文教學的歷程、對幼兒口語表達的影響，以及教師在讀者劇場教學所遭遇的困難及因應策略，以作為幼教老師以讀者劇場應用在語文教學的參考。本研究採行動研究，以一所國小附幼大班14位幼兒為研究對象，以觀察記錄、訪談和文件資料為資料收集方式，並以觀察紀錄幼兒說故事活動、朗讀活動或團體討論中幼兒回應、幼兒的學習分享單或幼兒的作品敘說、以及家長溝通回饋等分析幼兒讀者劇場教學前後的口語表達能力改變情形，且作為研究者行動歷程的省思之參考，其具體發現如下：首先，在讀者劇場教學進行的階段，分別是暖身、說故事、故事朗讀、改編故事為劇本、幼兒創作故事劇本，和小組朗讀與讀劇呈現，期間具成效的策略如下：（一）透過戲劇性暖身遊戲是帶領幼兒進入讀者劇場的重要媒介。（二）讀者劇場以多元活動項目實施能活化教學，有助幼兒口語的發展（三）讀者劇場幼兒故事劇本應以圖畫式故事劇本為宜。（四）活化讀者劇場故事劇本創作是啟發口說語言最佳時機。（五）設計良好品質的學習情境，並營造溫暖的和支持的氣氛。（六）提昇讀者劇場朗讀能力的策略如下：1.提供有色彩的繪本式的劇本2.鷹架幼兒朗讀時運用以下策略：(1)示範，(2)提詞、(3)詢問和(4)同儕協助。3.人手一冊故事劇本有成人的引導有助朗讀的流暢性。其次，讀者劇場教學研究對幼兒口語表達之影響（一）讀者劇場應用在幼兒語文領域對整體幼兒口說語言能力有提昇作用。（二）讀者劇場應用在語文教學，對於語文能力好的幼兒表現佳且能提供幫助，對於語文程度居中和較弱的幼兒之口語表達能力均獲得提昇，至於口說語言影響的層面有個別差異。（三）合作朗讀的方式，幫助幼兒降低在眾人前朗讀或口頭發表時的緊張。再者，進行此行動研究遭遇困難有作息時間安排緊湊、師生比例過高無法兼顧發表和聆聽的需求、參與行動教學教師須具備讀者劇場教學知能、以及家長對於幼兒語文教學的迷思等；其解決方法有彈性利用學習區和小組活動時間、充實戲劇知能並彈性運用戲劇技巧代替口語規範、請家長參與教學、以分組方式進行教學、主動進行親師溝通並定期分享幼兒學習檔案等策略。最後，本研究提出進行讀者劇場在幼兒語文教學的省思，並提供幼教實務工作者教學與日後研究的參考建議。關鍵字：讀者劇場、幼兒語文教學、口語表達、行動研究
The purposes of this study were to investigate the application of Readers Theatre (RT) to the process of language program in a kindergarten classroom, its influences on young children’s oral expression, difficulties derived from implementing RT, and possible strategies to contend with the difficulties. Action research was adopted as the methodology in this study to observe fourteen, six-year-old children at a kindergarten classroom. Observations, interviews and existing document regarding this issue were employed as means of data collection. The children were videotaped and audiotaped when telling stories, reacting to the stories, reciting stories, narrating the feedback sheet of the stories, acting out the stories, narrating their work, and free talking in their socio-dramatic play. The parents also were interviewed and filled out the feedback sheets. Through the analysis of the improvement of the children’s oral expression, the main findings were as follows: To being with, the RT teaching proceeded several steps: warm-up, story telling, story recitation, story adaptation, playwright creation, group recitation, and playwright recitation. The followings were effective strategies: Dramatic warm-up activities are an important vehicle to lead young children into Readers Theatre.RT taught through multi activities can revive teaching, which is beneficial to the development of young children’s oral expression.Playwrights with numerous illustrations are optimal for RT playwright.The revival of playwright creation is the superb moment to prompt oral expression.The well design of quality learning context and the creation of warm, supportive learning atmosphere promote children’s exhibition of oral expression.Strategies to enhance RT recitation ability are playwright with colorful illustrations, the peers’ and teacher’s scaffolding, and adults’ guidance.Second, the application of RT to young children’s language program enhances young children’s overall oral expression ability. It also helps the children with advanced language ability to perform better; at the same time, it enhances the language ability of young children of intermediate or low level. As for the impact on oral language development, there are individual differences. Moreover, cooperative recitation helps young children reduce tensions when they read aloud in front of others or give oral presentations.Furthermore, difficulties derived from implementing RT included: busy class schedule, high ratio of teachers to students, insufficient RT knowledge for other teachers to involve in the research, and the parental myth concerning young children’s language education. In addition, possible strategies to solve those problems include: flexible uses of learning centers and group activity, enrichment of drama knowledge, the use of drama skills to replace oral regulations, parental involvement in teaching, active parent-teacher exchanges, and periodically sharing of the children’s portfolios with parents. Finally, suggestions for practitioners of young children education and recommendations for future researchers were provided. Keyword：Readers Theatre, Language Program of Young Children, Oral Expression, Action 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/987654321/2447
資源來源: NUTN IR

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應用讀者劇場在幼兒語文教學之行動研究--以口語表達為例

吳美秀; Wu, Mei-hsiu 林聖曦; Prof. LIN, Sheng-Hsi; 幼兒教育學系教學碩士班 2008

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