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|Other Titles: ||The action research of children's storytelling in the elementary school|
|Authors: ||陳人慧;Chen, Jen-hui|
|Keywords: ||說故事;故事討論;Storytelling;story discussion|
|Issue Date: ||2010-01-11 00:24:15 (UTC+8)|
“A teacher patiently listens to a child telling a story becomes the greatest respect to the children. “
In this qualitative study, the researcher as the teacher used picture-story books to attract the interests from the second-grade elementary students, then discussed stories with children and also listend to them talking stories. Using the action research method, the researcher adapted the“Plan- Action- Observation- Reflection” research cycle, to design a instructional activity to help children talking story. This research was taken place in the researcher’s classroom. There are thirty-four second-grade students participated in this research. The study lasted ten weeks, and in each week it took eighty minutes.
This study aimed to attain two reaserch purposes:
1.to synthesize and record the thinking, talking and discussing processes when children talking stories as well as to comprehend their reaction to the context of the story.
2.to examine and reflect the implementation process about the teaching of children’s telling story.
The researcher collected and analyzed the data through the observation, reflection journals, video & audio recording, interviewing, and printed reports in the classroom. This above data were analyzed via the triangulation method. In this study, the children’s narrative and thread of thought during the activities were recoded, but also the teaching reflection and instructional principles and guides to the teachers were presented.
There were six conclusions listed as follows:
1.Teachers must consider children’s interests and experiences while they choosing a story books, since a interesting book can motivate children to think and discuss.
2.It is expected for children that teachers can implement a constant and fixed time in a week to teach story-telling.
3.There are no absolute standards for seats arrangement and technology or computer-related equipment.
4.If there is a student-centered mode in the classroom, then children tend to have more independent thinking and judgment.
5.During the instruction, the teacher only needs to listen patiently, to question the student at the right time, to act as a guide or an assistant instead of a powerful arbitrator. And the most important thing is to respect children’s wisdom of narrative.
6.While discussing questions among the teacher and students, there is no need to end up with a conclusion. It is suggested that a teacher should enable students to share their opinions with each other and learn from others through collaborative thinking.
|Appears in Collections:||[Graduate Institute & Department of Educational Technology ] Thesis|
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