幼兒閱讀圖畫書蝴蝶頁

Children Reading Picturebook Endpapers

王珮慈(Pei-Tzu Wang)

指導教授 ： 謝明芳

國立清華大學/竹師教育學院/幼兒教育學系/碩士(2017年)

摘要

過去的研究發現，透過探究蝴蝶頁，可以讓幼兒對圖畫書的內容有更深一層的理解（Sipe & McGuire, 2006；周婉湘，2014），值得提供幼兒深入探究和詮釋。然而成人與幼兒共讀圖畫書時，蝴蝶頁卻是經常被跳過和忽略的部份。因此，本研究之目的為：（一）分析師生共讀圖畫書前後，幼兒理解蝴蝶頁所依據的脈絡訊息以及銓釋的內容；（二）探究幼兒創作蝴蝶頁的內容以及意涵；（三）記錄幼兒閱讀圖畫書蝴蝶頁歷程中態度的轉變。研究參與者為幼兒園教師及十五名大班幼兒，資料收集包括與幼兒團體共讀八本具有不同蝴蝶頁設計的圖畫書，邀請幼兒為每本圖畫書設計蝴蝶頁，以及個別訪談幼兒。研究結果發現幼兒對蝴蝶頁的理解來自於對文字及圖像訊息間的累加與衝突，透過蝴蝶頁的訊息推測故事內容、與其它文本相連結、指出蝴蝶頁在圖畫書中扮演的角色；在共讀後，亦可以透過故事正文獲得對蝴蝶頁更豐富及多元的回應。然而，無論是在共讀正文前後，幼兒也從訊息的脈絡中，發展出對蝴蝶頁的質疑和批判的聲音。而幼兒蝴蝶頁創作呈現了個人對故事內容感受的表達、設計獨立於文本外的故事、或甚至使用多元的素材表現獨特的立體蝴蝶頁設計。最後，當教師選擇多元設計類型蝴蝶頁的圖畫書，透過長時間引導幼兒閱讀蝴蝶頁的內容，幼兒對蝴蝶頁的詮釋及理解愈來愈深入、愈來愈融入，回應也愈來愈多元。依據上述發現，本研究提出教學實務上以及未來研究方向之建議。

關鍵字

蝴蝶頁 ； 讀者反應理論 ； 閱讀理解 ； 共讀 ； 圖畫書

並列摘要

The past researches had found that the exploration into endpapers could enable children to have deeper understanding about the contents of picture books (Sipe & McGuire, 2006; Chou, 2014), which was worth children deeply exploring and interpreting. However, when an adult read a picture book with a child, endpapers were often skipped and ignored parts. Therefore, the purposes of this study were: (1) to analyze the context information based on, and interpreted content conducted by children in interpretation of endpapers before and after teachers and students read picture books together; (2) to explore the contents and connotation of endpapers created by children; (3) to record the change of children’s attitude during the process of reading endpapers of picture books. The study participants were one kindergarten teacher and 15 children. Data collection methods included reading eight picture books with different designs of endpapers with children, inviting children to design endpaper of each picture book, and interviewing the children. The study findings showed that the response of children to endpapers came from accumulation and conflict between text and image information. Children speculated story contents, connected them with other texts, and pointed out the role of the endpapers in each picture book through information on endpapers, as well as acquired more abundant and diverse contexts of response to endpapers through the text of a story. Nevertheless, before and after they read the text, children also developed their questions and criticism on endpapers from the context of information. Children's creation of endpapers presented their feeling expression of story content, story design independent of text, or even utilization of multiple materials to manifest unique stereoscopic endpaper design. In the end, when the teacher selected picture books with endpapers of multiple design types and guided children to read the contents of endpapers for a long time, the children had deeper and more integrated interpretation and understanding about endpapers, as well as more diverse responses. On the basis of the above findings, the study proposed suggestions for teaching practice and future research direction.

並列關鍵字

endpapers ； theory of reader-response ； reading comprehension ； shared reading ； picturebooks

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