肢體律動應用於繪本主題教學之個案研究

Rhythmical Movements Application Based on A Case Study of Thematic Teaching for Picture Books

黃雅勵(Ya-Li Huang)

指導教授 ： 張中煖

國立臺北藝術大學/舞蹈學院學術論文/舞蹈理論研究所/碩士(2011年)

https://doi.org/10.6835/TNUA.2011.00035

摘要

本研究旨在暸解台北市某國民小學附設幼稚園的繪本主題教學運作歷程；觀察其運用繪本教學的方式，並針對其如何將肢體律動運用於繪本教學進行探討。同時，根據文獻探討以及研究發現與分析，發展肢體律動應用於繪本主題教學之原則與策略，進而，提出教學實務以及未來研究方向上的具體建議。
本研究採取質性之個案研究方法，進入研究對象選擇之一個班級，進行「小種籽」主題為期11週的參與觀察。以課程觀察記錄、省思札記、課程攝影與錄影、教師及園內輔導教授之訪談，做為研究分析之主要依據。研究結果發現研究對象之繪本主題教學運作是採取全園性共同規劃的方式，先依據主題領域選擇主題繪本，各班再根據需求以大量相關繪本建構主題概念。肢體律動方面則以模仿式律動最常運用，並以繪本主題概念做為肢體律動活動的主要發展來源。為了擴展肢體律動於繪本教學的運用層面，研究者提出肢體律動結合繪本教學的原則與策略如下：
一、課程的設計需善加運用繪本與肢體律動的共通元素，並秉持緊扣繪本主題與內容，以達到發揮繪本的精彩度以及肢體開發的目標為原則。
二、教學原則應以學習者為中心並善用動作詞彙來引導幼兒，以激發肢體的創意與開展度。
三、依據繪本所顯現的圖像與文字訊息包括圖像訊息、動作語句、聲韻律動、故事情節、動作特質、圖文意象等，做為發展肢體律動課程的策略。
最後，研究者依據研究結論，從教學實務、教師專業成長課程及對未來研究三個面向提出具體的建議供參。

關鍵字

肢體律動 ； 繪本教學 ； 主題教學 ； 幼兒教學 ； 個案研究

並列摘要

The purpose of this research is firstly to observe application of picture books by understanding the operating progress from a specific kindergarten’s thematic teaching, and then to analyze how picture books apply rhythmical movements into picture books. The ultimate goal is to develop principles and strategies of application to rhythmical movements for picture books.
The research adopts case study method by choosing one class in the kindergarten, and observing and participating in “The Tiny Seed”, a thematic course for eleven weeks. The content is based on observatory notes, feedback memorandums, course photographs and videos, students’ worksheets and artworks, interviews of teachers and their counselor, teaching materials and all data regarding the kindergarten’s vision.
The result reveals that the kindergarten’s operation on thematic teaching for picture books is jointly organized by all teachers of the kindergarten. Firstly, a thematic picture book was selected by thematic area. Each class then establishes the central concept related picture books although implementing differently. The teaching of rhythmical movements for children was mostly used through following and imitating the teacher’s movements. In addition, thematic concepts of the picture book were the main developing resource of activities regarding rhythmical movements.
To expand the applications of rhythmical movements to picture books, principles and strategies are introduced in present research showed as follows:
1.In order to achieve the objective of improving picture book application and developing rhythmical movements, common elements should be used well of combining picture books and rhythmical movements in curriculum design, which is also closely referring to themes and contents in picture books.
2.Teaching principles should be learner-centered by implementing movement vocabularies to guide children and inspire their creativity and development in both physical and mental aspects.
3.Strategies for developing rhythmical movement curriculums should base on all elements and information of picture books, including picture message, movement phrase, rhythmic structure, storyline, movement quality and the imagery of pictures and words.
According to the research result, several recommendations are presented in three dimensions, which are teaching practice, teacher education and future related study.

並列關鍵字

rhythmical movements ； picture book ； thematic teaching ； early childhood education, ； case study

參考文獻

王瀅晴、楊蒲娟、童珮詩（2007）。繪本教學對於學齡前幼兒讀寫萌發的成效。幼兒保育學刊，5，113-128。

吳樎椒（2008）。幼兒教育概論。台北：華都。

吳樎椒、張宇樑（2009）。幼稚園教師對主題統整課程的知覺研究。教育研究學報，43（2），81-105。

吳啟通、黃永寬（2009b）。幼兒運動遊戲課程設計原則與應用實例。幼兒運動遊戲年刊，4，67-78。

杜光玉（2004）。幼兒運動遊戲課程目標之探討。嶺東體育學刋，3，91-105。