幼教師提問技巧於生氣繪本共讀活動之探究

Teacher-Student Book Reading Discussion Skills in Angry Children's Books

翟敏如(Min-Ju Tsai)

《慈濟大學教育研究學刊》 11期 (2014/12) Pp. 247-275

https://doi.org/10.6754/TCUJ.201412_(11).0008

摘要

本研究目的為觀察12位幼教師，在師生共讀生氣繪本時的情緒共讀提問技巧表現及類型，本研究選用《菲菲生氣了，非常非常的生氣》為情緒共讀繪本，使用DV及錄音筆記錄師生共讀對話內容，並採用「兒童語料交換系統」進行轉譯及編碼。編碼系統針對幼教師於生氣繪本共讀活動之整體提問、討論表現，進行4種分類，分別為和情緒無關的提問、和情緒有關的提問、和情緒無關的敘述及和情緒有關的敘述；接著，進一步了解教師於師生共讀情緒繪本時，和情緒有關之提問技巧表現，因此又再將教師和情緒有關之提問內容進行分類，從中共分出15個類別；最後，從分類結果整理出幼教師於師生共讀生氣繪本使用的情緒共讀提問五大類型，可分類為情緒共讀發問型－擅於發問情緒問題；情緒共讀混合型－情緒議題提問與描述出現頻率相當；情緒共讀經驗型－擅長提問問題引導幼兒分享個人情緒經驗；情緒語言貧瘠型－情緒提問及敘述表現皆最少；及情緒共讀敘述型－主要以情緒敘述說明為主，本研究結果可作為教師情緒繪本閱讀技巧訓練的參考並將相關建議於文中提出。

關鍵字

師生共讀 ； 提問技巧 ； 生氣繪本

並列摘要

This study examines the book reading discussion skills of 12 teachers in angry children's book reading interactions. The children's picture book titled, When Sophie Gets Angry-Really, Really Angry was used as reading material. All teacher-student book discussions were audio- and video-recorded, and transcribed, based on the code of the Child Language Exchange System. To learn teacher-students reading interactions during book discussions, the utterances of teachers were analyzed and coded as questions and descriptions, either related or unrelated to emotions. Emotional questioning skills of teachers were analyzed and subsequently categorized into 15 questioning skills categories. The teachers' emotional questions skills were grouped into emotional shared reading skills-questions, mixed, experience, and description type, and emotional language-barren type. Implications for teachers reading skills regarding emotional children's books were provided in the study.

並列關鍵字

teacher-student reading ； questioning skills ； angry children's picture books