圖畫書在幼兒多元智能發展之運用研究

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題名:
圖畫書在幼兒多元智能發展之運用研究
著者: 張純子; Chang, Chun-tzu
蔡秋桃; CHIU-TAO STAI; 國教所幼兒教育教學碩士班
主題: 多元智能; 行動研究; 圖畫書; action research; multiple intelligences; picture books
描述: 本研究採取行動研究的方式，旨在透過行動研究運用圖畫書的多元且豐富的特質與多元智能理論結合，發展出適合幼稚園多元教學活動之行動方案。透過圖畫書提供幼兒多元學習和表現機會，以了解幼兒多元智能的發展及本研究教師的教學省思與專業成長。本研究樣本，包含一所台南市私立幼稚園的四至五歲中班幼兒，共計12位。研究者結合協同研究教師的觀察紀錄、幼兒作品、文件資料、省思札記、研究日誌等，提供多方面的資料回饋與檢證，藉此呈現幼兒多元智能之發展情形。根據本課程的實施結果，研究者亦提出幼兒圖畫書多元智能教學方案的具體建議，以作為幼教工作者之參考。本研究主要發現如下：一、從選擇適合的主題圖畫書開始，並尋求同儕、專家教授的協助，充分運用相關資源，能發展一套適合幼兒多元智能的教學方案。二、實施課程後，教學場域的改變、教學方式多元化，教學氣氛活潑、愉悅，師生間互動關係密切，教師能從教學中反思班級現況，以實現教學目標。三、分析幼兒多元智能的表現與發展，其結果能幫助我們確實了解每個幼兒智能發展的強弱之處，以及幼兒之間智能的差異情形，並有助於往後教導幼兒之參考。四、從教學省思日誌的撰寫與專業對話過程中，教師能分享教學經驗與反省教學，以發現教學新契機，增進教學成效，達到專業成長。最後研究者根據研究的結果，提出相關討論與建議，以作為未來進行幼兒多元智能圖畫書教學課程設計的教學者、師資培育單位與研究者之參考。
This study adopts the method of action research, for the purpose of combining the diverse and colorful picture books with the theories of multiple intelligences in order to draw out the action projects suitable for the multiple teaching activities in kindergartens. Picture books are used to offer children the opportunities of multiple learning and presentation, so as to get a better understanding of children’s multiple intelligences development as well as the teaching reflection and professional growth of teachers in this study. The sample of this study contains one class from a private kindergarten in Tainan City, which has 12 children aged 4 to 5 years old. The researcher combines the cooperative teachers’ observation records, children’s works, documents, reflection notebooks, and research journals, which provide a variety of feedback information and evidence, in order to display the condition of children’s multiple intelligences development. According to the results of the teaching courses, the researcher offers concrete suggestions about using children’s picture books in multiple intelligences teaching projects for preschool teachers’ reference . The main findings of this study are as follows:1.Beginning with choosing suitable subject picture books, seeking help from the associates and experts, as well as fully utilizing relevant resources, it is found that a set of teaching projects for young children’s multiple intelligences development can be achieved. 2. After the implementation of the curriculum, the teaching contexts vary, the teaching methods become diverse, the teaching atmosphere becomes lively and cheerful, the teacher-student relationship becomes intimate, and the teachers can reflect on teaching in order to fulfill the teaching goals. 3.The results from analyzing the performance and development of the young children’s multiple intelligences can assist us in understanding the strengths and weaknesses of each child’s intellectual development as well as the intellectual differences among the children. They can also help us in further teaching of the children.4.In the process of writing daily logs for teaching reflection and professional dialogues, the teachers can share their experiences and reflection, through which the teaching new turning point can be discovered, the teaching effectiveness can be promoted, and the professional growth can be achieved.Finally, based on the findings and conclusions of this study, the researcher presents relevant discussions and suggestions for teacher training institutions, researchers and teachers designing young children’s multiple intelligences picture-book teaching curriculum to refer to in the future.
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/987654321/5973
資源來源: NUTN IR

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圖畫書在幼兒多元智能發展之運用研究

張純子; Chang, Chun-tzu 蔡秋桃; CHIU-TAO STAI; 國教所幼兒教育教學碩士班 2004

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