親子共學美語圖畫書運用之行動研究

An Action Research on Parent-Child English Co-learning Project Using Picture Books

趙惠美

指導教授 ： 黃迺毓

國立臺灣師範大學/教育學院/人類發展與家庭學系在職進修碩士班/碩士(2003年)

摘要

本研究旨在探討親子共學美語的歷程及成效。以親子共學為方法、圖畫書為學習媒介，探討親子共學美語中幼兒的轉變、影響親子共學美語成效的因素、親子共學對親子關係與親子互動的影響、以親子共學方式引導幼兒學習美語對家庭的助益、以及研究者在親子共學美語歷程中之專業成長。
本研究以國立台灣師範大學家庭教育中心企畫、彩虹文化出版的「親子共學系列美語繪本」為工具；以回饋單、觀察記錄、親子共學札記、訪談記錄作為資料蒐集來源。本研究之發現如下：
ㄧ、在親子共學美語歷程中，幼兒的態度由排斥到接受；行動上化被動為主動；心態上由認為是苦差事轉為樂在其中。
二、親子共學美語可以改變親子間的互動，親子在輕鬆自然的情境下進行美語的學習，使親子互動方式更多元，亦提昇親子互動的品質與內容。
三、父母積極與重視的態度、外來的協助與觀摩、投入的心思與時間、良好教材的選擇、教具及共學方法的有效運用等等都是影響親子共學美語成效的要因。
四、親子共學美語為幼兒開啟了美語學習的一扇窗、提供了安全的美語學習環境、提供了符合其心理發展的學習方式、讓幼兒學習如何去學習、感受到家人的支持、關愛、鼓勵與讚美，在這種自然且充滿愛的環境下學習，讓幼兒獲得正向的學習經驗。
五、親子共學美語為父母提供了一種自我探索與自我肯定、激發學習美語的動力與提升個人學習能力的機會。此外，親子共學美語也提供了一個讓父母認識與欣賞圖畫書、親子共學技巧學習的平台。
六、對整個家庭而言，美語學習可成為家庭共同學習的課題、將其融入家庭生活中。此外，這種共學美語的方式也可為一般家庭提供一具效益且經濟的學習模式，更可以為家庭創造出優質的家庭生活模式。
基於以上之發現，研究者認為「親子共學美語」對幼兒是可行的，非但可解除父母對幼兒學習美語「輸在起跑點」、加重經濟負擔、減少親子共處時間等等的憂慮，也可以幫助父母排除個人美語能力不佳之心理障礙，更可以讓親子一起享受親子共成長的喜悅。
最後依據研究發現，本研究對未來研究者、幼兒園教師、幼兒的父母、幼兒園與教育行政當局提出相關之建議，期作為進一步研究或「親子共學」活動之推動與實施之參考。

關鍵字

親子共學 ； 圖畫書 ； 幼兒美語

並列摘要

The purpose of this study is to investigate the process and effects of the Parent-Child English Co-learning Project (PCECP). The researcher conducted the experiment and discussed the changes of children, the factors of influence on the learning results, and the close interaction between parents and children.
PCECP was designed to help parents and children to learn English together by means of reading picture books, The English picture book series planned by the Family Education R&D Center of National Taiwan Normal University that promote the “Parent-Child Co-learning” movement. The materials were published by Happy Rainbow Publishing Company. Data were collected through feedbacks, observations and parent-child reading notes.
The findings are as follows:
1. The child’s learning attitude changed from passive to active. The child became more enthusiastic to learn English and even enjoyed it.
2. PCECP changed the interaction between the parent and the child. The reading activities went smoothly and naturally. It improved the quality and contents of parent-child conversation.
3. The parent’s attitudes, teacher’s supports and classroom observations, parent’s devotion, selection of good materials, teaching aids and co-learning methods were the factors to successful PCECP.
4. PCECP was an effective way for young children to learn English. It provided a warm learning environment. Children experienced the supports, care, encouragement, and compliments from the parents. It gave children a positive learning experience, and children learned a second language in a loving environment.
5. PCECP offered parents an opportunity to explore and assure themselves, motivated them to learn English and to improve themselves. Parents learned to appreciate picture books and to build their story-telling skills.
6. Learning English could be a core learning activity for the family. Besides, Home Reading was an efficient and economical way of learning English that allowed parents to spend quality time with children.
Based on the findings, the researcher suggested that PCECP was an efficient way to help children learn English. Parents not only saw that their children could learn English through playing at an early age, and it was a release from financial burden of learning English in the future. By this way, parents would not feel guilty of spending less time with their child, had more confidence in English, and pleased to see the growth in each other.