童謠教學對幼兒聲韻覺識影響之研究

A Study of the Influence of Nursery Rhymes on Children's Phonological Awareness in Taiwan

方金雅(Chin-Yia Fang) ； 蘇姿云(Tzu-Yun Su)

《高雄師大學報：教育與社會科學類》 19期 (2005/12) Pp. 1-19

https://doi.org/10.7060/KNUJ-ES.200512.0001

摘要

本研究旨在探討幼兒園小班三歲幼兒聲韻覺識之能力，進而透過童謠教學實驗，以期增進幼兒聲韻覺識能力。本研究以36位幼兒園小班三歲之幼兒為研究樣本，並探用「實驗組」及「等待式控制組」二階段的實驗教學設計，其二組分別接受四週、共20小時的童謠實驗教學；並於教學前後分別施以前測、第一次後測、第二次後測。研究結果為：（一）小班幼兒聲韻覺識能力之發展在幼兒未經實驗教學前，其子音分類能力表現、同韻判斷能力表現及聲調覺識能力表現上都尚未有明顯之發展。（二）在童謠實驗教學之成效上、同韻判斷能力表現及聲調覺識能力表現上都有顯著之教學效果。

關鍵字

幼兒 ； 童謠教學 ； 聲韻覺識

並列摘要

The purpose of this study vas to explore the three-year-old children's abilities of phonological awareness, as well as the influence of nursery rhymes on children's phonological awareness. The participants were 36 children at a preschool in Taiwan. They were divided into to groups. One vas the experimental group and the other vas the waiting controlled group. Those in the experimental group accepted twenty-hour experimental teaching of nursery rhymes. When the teaching in the experimental group ended, the same twenty-hour teaching vas implemented in the waiting controlled group.
Before the experimental teaching, all the children had the pre-tests. Both the children in the experimental group and those in the waiting controlled group had the post-tests separately after the twenty-hour nursery rhymes teaching.
There were two important findings in the results. First, the three-year-old children had little development in phonological awareness tests, initial consonant tests, rhyming tests, and tone awareness tests before the experimental teaching. Second, after the experimental treatment of nursery rhymes teaching, the children made a significant progress in the rhyming tests and tone awareness tests.

並列關鍵字

children ； nursery rhymes ； phonological awareness

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