搭配棒偶文字指讀策略對幼兒識字表現之影響研究

A Review for Studies about Preschoolers' Character Recognition in Different Forms: The Effects of Co-Puppet Print Referencing Strategy on Joint Book Reading

黃秋華(Chiu-Hua Huang) ； 桂欣嘉(Hsin-Chia Kuei)

《台灣教育研究期刊》 1卷4期 (2020/07) Pp. 21-38

摘要

本研究目的在探討搭配棒偶文字指讀策略對幼兒在不同形式的識字表現之影響。研究對象為大班幼兒共44位，實驗組以搭配棒偶文字指讀策略進行共讀，控制組以對話式共讀，共進行八週，每週共讀2次，實驗組每週一次文字指讀策略，一次搭配棒偶與目標字字卡進行共讀。以目標字「聽音指字」、「看字讀音」之前測為共變項，後測為依變項，結果發現：（1）接受搭配棒偶文字指讀策略的幼兒不論在「聽音指字」、「看字讀音」測驗表現皆優於對話式共讀。（2）幼兒會受到部件與字形相似的影響而辨識錯誤，顯示大班幼兒正處於學習與區辨字形的階段。本文針對研究結果提出未來研究與教學實務上的具體建議。

關鍵字

對話式共讀 ； 指讀策略 ； 棒偶

並列摘要

The purpose of this study is to examine the effects of co-puppet print referencing strategy during joint storybook reading on preschoolers' character recognition in different forms, look at character and pronounce pronunciation and listen to pronunciation and point out character. A total of 44 preschool children were evenly divided into two joint storybook reading conditions: co-puppet print referencing strategy and dialogic reading strategy. The experiment was conducted for eight weeks, twice a week. The results showed that: (1) children in the co-puppet print referencing strategy condition scored of different forms significantly higher than children in the dialogic reading condition. (2) children are recognizing errors due to similar radicals and orthographic of Chinese characters. Show that the children are in the stage of learning and recognizing orthographic. Finally, based on the research results, future research directions and implications preschool teaching are suggested.

並列關鍵字

dialogic reading ； print referencing strategy ； puppet