國小學童說故事之行動研究

淡江大學機構典藏 > 教育學院 > 教育科技學系暨研究所 > 學位論文 > Item 987654321/31214

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题名:	國小學童說故事之行動研究
其它题名:	The action research of children's storytelling in the elementary school
作者:	陳人慧;Chen, Jen-hui
贡献者:	淡江大學教育科技學系碩士班徐新逸;Shyu, Hsin-yih
关键词:	說故事;故事討論;Storytelling;story discussion
日期:	2005
上传时间:	2010-01-11 00:24:15 (UTC+8)
摘要:	「認真的聽兒童說故事是老師對兒童的最大尊重。」研究者藉由圖畫故事書引起國小二年級學童的興趣，和班上孩子們一起討論故事，也聽聽他們所說的故事。本研究採取行動研究法並透過質化資料分析，應用「計劃-行動-觀察-反思」的行動循環步驟進行，並設計兒童說故事活動的教學。研究者以所任教的學校班級為研究現場，研究者即教師。此外，班上的34名國小二年級學生皆為研究參與者，研究者利用每週二節的彈性課進行連續十週的教學活動。本研究有二個目的： 1.整理並紀錄兒童說故事的思考、敘說及討論過程，並藉此理解兒童對故事文本的回應。 2.檢討兒童說故事教學之實施歷程。研究者透過教室觀察、省思札記、錄影、錄音、訪談、及相關書面檔案等來進行資料的搜集與分析，所蒐集到的資料經過交叉檢查驗証得出結論。除了將活動進行中兒童的敘說、思考的脈絡整理記錄下來外，也提供教學研究省思及教學原則，給未來有意願想進行相關活動的老師參考。研究結論可歸納以下六點： 1.故事書書目的選擇須考慮兒童的興趣與經驗，且要以能激發兒童思考、促進其討論的文本內容為主。 2.教師宜安排運用固定的時間進行說故事教學。這樣將會使兒童產生期待的心理，有助於正向學習。 3.座位安排及資訊設備的使用上並無絕對的依循標準。 4.教師宜放下教師主導權，歸還孩子提問的權利，且相信孩子可以獨立思考與判斷。 5.教師在教學中，只須耐心聆聽，適時追問，扮演引導者與協助者，而不是權威仲裁者。最重要的是，教師能尊重孩子的敘事智慧。 6.當老師與學生討論問題時，並不用歸納結論。只要讓學生彼此意見分享，學會如何進行合作思考即可。 “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.
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