幼兒對不同版本故事書的文本互織反應之探究

Young Children's Intertextual Response among Fairytale Variants

趙金婷(Jing-Ting Chou)

《新竹教育大學教育學報》 24卷1期 (2007/06) Pp. 1-27

https://doi.org/10.7044/NHCUEA.200706.0001

摘要

本研究旨在檢視幼兒在教師朗讀一系列白賊七故事時的口語反應，研究對象為台南縣一所托兒所兩個大班35名幼兒，在教師朗讀期間，蒐集其口語反應，並將其口語反應依文本互織的動力、來源及類別歸類。 依據幼兒口語反應分析的結果顯示：詮釋的目的是引發幼兒反應的主要動力，而文本互織的來源及類別的分析則指出絕大多數的幼兒反應是屬於「基本內生型」及「個人的」反應。統計分析的結果則顯示在文本互織的動力、來源及類別方面，都存在著版本的效應，也就是說，隨著教師朗讀的版本不同，幼兒的反應動力、來源及類別也會有所不同。 經由本研究的發現，推論幼兒隨著聆聽版本的增加，思考層面也隨之更有智慧。整體的建構歷程是朝向：1.經由與個人生活的連結理解故事；2.比較不同版本故事之間的異同；3.測試並凝聚所學形成基模。 本研究結果指出採用系列性質的故事書是讓幼兒產生文本互織連結及建立特定故事基模強有力的方法。

關鍵字

文本互織 ； 繪本故事 ； 口語反應

並列摘要

This study examined young children's oral responses during read-alouds of a set of the Cheat A-Chi story. Participants were 35 preschoolers from two nursery classrooms in Tainan County. These response were coded within a conceptual framework that accounts for intertextuality in terms of the intertextual impulse, the location of textual resource and category.
Analysis of children's intertextual impulse indicated that hermeneutic impulse was the predominantly incentive to induce young children's responses. Great majority responses were coded as the primary endogenous and personal type of the location of textual resource and intertextual category. Statistic analysis revealed that there was a significant story variant effect on the intertextual impulse, the location of textual resource and category.
The paper further concluded that children's responses became increasingly sophisticated as they moved from (1) Understanding the story through personal associations; (2) Comparing the similarities and differences between stories; (3) Testing and consolidating what they had learned into a solid schema.
The study showed empirically that the use of text sets is a powerful way of enabling children to make intertextual connections and to engage in schema-building for a particular story.

並列關鍵字

intetextuality ； picture books ； oral responses

參考文獻

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