- 學位論文
幼兒同儕鷹架之閱讀行為探究
A Study on the Reading Behaviors Scaffolded with Peers in a Preschool
摘要
本研究旨在探究幼兒在同儕鷹架共讀下，受鷹架幼兒閱讀行為表現與成效，以及共讀歷程中，鷹架者所採用的鷹架模式與互動內容。本研究採以質性研究法中之個案研究，研究對象為混齡班級中兩對同儕，分別由一位大班幼兒作為共讀鷹架者及一位中班幼兒為受鷹架者組成。資料蒐集，以圖書館之共讀活動為主，並以角落時間與轉銜時間閱讀活動為輔。同時，以非參與式觀察及半結構式訪談方式，做為本研究之資料蒐集來源。如下為本研究對於同儕鷹架之共讀結果發現： 一、在同儕共讀活動中，受鷹架者之閱讀行為自「故事知覺」、「書面語言知覺」、「閱讀理解策略」以及「閱讀習慣與態度」四個面向進行探究，均呈現高於自己本身的閱讀能力的表現。 二、在鷹架者的引導模式上，分別自「口語引導」、「肢體引導」以及「互動式引導」進行分析。研究結果發現鷹架者多元的鷹架引導，能增進共讀活動的樂趣，以及增添幼兒對文本詮釋的豐富性。 三、由訪談鷹架與受鷹架者幼兒、家長、協同教學者後得知，共讀活動皆獲得正向認同，且所有幼兒對閱讀的態度與習慣均呈現漸進式的改變。 最後，針對以上研究發現與結果提出建議，以供教育實務者、家長及未來研究者參考。
並列摘要
This research study aimed to investigate the effectiveness of the implementation of cross-age peer mentoring program into reading activities in the kindergarten. The sample population consisted of two children as mentees, with each child paired with a peer as a reading-partner, and these dyads from same class. In addition, data were collected through nonparticipant observation and semi-structured interview during joint reading in the reading ares. The conclusions are as followed. 1.The two mentees demonstrated postivites growths toward soty perception, reading comperehension, and reading attitudes armong joing reading activities. 2.The two mentors utilized strategies of oral mentoring, physical mentoring and interactive mentioring during join reading activities seperately. The data shown that multiple mentrogin strategies enhanced the delights of reading activities and increased the richness of the interpretation of the text. 3.The join reading activities got positive recognitions after interviewing with the parents with the children recruited that the reading attitudes of each child were gradually changing.