一位資深幼教老師使用圖畫書歷程之研究

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一位資深幼教老師使用圖畫書歷程之研究
著者: 廖純慧; Liao, Chun-Hui
許惠欣; Huei-Hsin Hsu; 幼兒教育學系碩士班
主題: 圖畫書; 質的研究; 幼教老師; 三角校正; kindergarten teacher; qualitative research; picture books; triangulation
描述: 本研究旨在探討一位資深幼教老師使用圖畫書之歷程，以及該老師與研究者在此研究過程中之省思與成長。本研究採質性研究，以一位女性資深幼稚園老師為研究對象，在該老師的班級進行一個主題從開始至結束之觀察，並訪談研究對象、研究對象班級之實習老師、六位家長與十位幼兒，且蒐集老師所設計之主題網、主題各領域學習紀錄、課程週紀錄、教學歷程回顧單與幼兒之學習檔案，進行研究分析與歸納。其研究結果如下：一、老師使用圖畫書的目的共有十項，其中提供幼兒價值觀的發展與個人的喜愛是以老師個人觀點所提出之目的。二、老師使用圖畫書的種類有玩具書、概念書、圖畫故事書、字母書、可預測書、無字圖畫書、圖多文少圖畫書以及具像寫實派、卡通式和超現實派插畫風格之圖畫書。三、老師選擇圖畫書時，除了一些基本考量外，也會因幼兒的能力不同而有不同的選擇標準。四、老師在幼兒晨間剛來園時間、點心後之團體活動時間、銜接活動之等待時間與圖書區時間會使用圖畫書，且不同時機，使用圖畫書之目的也不盡相同。五、老師使用圖畫書的方法在呈現方式、幼兒座位之安排、與幼兒互動的方式以及延伸活動設計上皆顯示出自己的風格。最後，依據上述之研究結果，加上該老師與研究者之省思，針對幼稚園老師、國小老師、學校、師資培育機構、出版社及未來研究提出幾項建議以供參考。
The purposes of this study are to explore the process of using picture books by an experienced kindergarten teacher, and to share the reflective thinking and growth of that teacher and the researcher involved in this study.This study is a qualitative research, the research subject of this study is an experienced female kindergarten teacher. Analysis and synthesis are made through observing the research subject to execute a theme from the beginning to the end in her class, interviewing the research subject, apprentice teacher, six parents and ten children in her class, and collecting the theme net, the records from different fields of learning, weekly records, and reviewing the process and children portfolios in this theme. The results of this study on the research subject (the teacher) are as follows:1.The teacher has ten purposes in mind to use picture books, with the development of children’s values and her personal preference being two of the purposes based on her own points of view.2.The types of picture books the teacher used are toy books, concept books, picture storybooks, alphabet books, the predictable books, wordless books, picture-more-than-text picture books, and books with realistic, cartoon and surrealistic illustration.3.Except for the basic considerations of choosing picture books by the teacher, children’s different abilities are also considered as a criterion.4.The teacher used the picture books at the time that children just came to kindergarten, the group time after snack, the waiting time for transition, and the time for book area. And the purposes of using picture books at these four different timings are not necessarily the same.5.The ways of presenting picture books, arrangement of children’s seating, interactions with children, and the extension activities designed by the teacher are shown as her own style.Finally, according to the results shown above, along with introspects from the research subject and the researcher, there are some suggestions to be made for kindergarten teachers, the elementary school teachers, schools, education and training institutes for teachers, publishers, and future researchers for references.
碩士
建立日期: 2004
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4484
資源來源: NUTN IR

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一位資深幼教老師使用圖畫書歷程之研究

廖純慧; Liao, Chun-Hui 許惠欣; Huei-Hsin Hsu; 幼兒教育學系碩士班 2004

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