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  • 學位論文

成人與幼童的言談行為分析:比較電子書與紙本書親子共讀的情境

Analysis of Adults’ and Children’s Discourse and Behavior: A Comparison between E-books and Paper Books among Parent-child Joint Book Reading Contexts

指導教授 : 辜玉旻
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摘要


過去文獻指出親子共讀於幼童的故事理解與讀寫能力萌發均有益處,然而電子書介入共讀之後,親子言談行為之品質可能受到電子書互動性的影響而轉變,成人引導角色或許消弱,親子間有助於幼童讀寫萌發的言談行為可能產生變化。本研究旨在比較電子書與紙本書親子共讀情境下,成人與幼童的言談行為表現是否有差異,以及幼童的故事訊息理解程度之差異為何。受試者共選取12對親子,所選用之電子書版繪本的故事內容與插畫風格皆與紙本書版繪本一致,惟電子書具有手動導讀功能可供讀者使用。實驗蒐集兩種共讀情境中親子的口語與非口語語料,並根據文獻重訂編碼系統,以進行分析比較其言談互動行為之異同,另針對幼童實施故事問答測驗以評估其故事訊息理解程度。研究結果發現:(1)相較於紙本書共讀情境,電子書共讀情境下的親子出現較少有關促進幼童讀寫萌發的言談行為。(2)相較於紙本書共讀情境,電子書共讀情境下的親子出現較多無關閱讀的言談行為。(3)幼童的故事訊息理解程度比較:紙本書共讀情境下的表現優於電子書情境。

並列摘要


Past research indicated parent-child joint book reading has a beneficial effect on children’s reading comprehension and emergent literacy. However, with the emergence of e-books, the quality of parent-child discourse and behavior might be influenced and changed by electronic interactions from e-books, and adults' guidance might be eliminated. This study aimed to examine children's reading comprehension by comparing e-books and paper books in terms of adults’ and children’s discourse and behavior among parent-child joint book reading contexts. 12 pairs of parents and children were recruited as subjects in this study. The content and illustration style of the story are identical in the e-books and paper books. The e-books however have the manual guidance function for the readers to use. Parents’ and children’s verbal and non-verbal data were selected in the two contexts. The researcher, based on the literature, re-developed a coding scheme to analyze the similarities and differences in terms of parents’ and children’s discourse and behavior. In addition, tests regarding the stories they read were conducted to assess children's reading comprehension. The results showed that: 1) compared with the paper book context, fewer discourses and behaviors that promote children’s reading comprehension and emergent literacy occur in the e-book context; 2) compared with the paper book context, more discourses and behaviors irrelevant to reading developments occur in the e-book context; 3) the paper book contexts have more beneficial effects on children’s reading comprehension than the e-book contexts do.

參考文獻


張鑑如、林佳慧 (2006)。低收入家庭親子共讀對話分析:言談內容與互動類型。師大學報教育類, 51(1),185-212。
周怡君、伊彬(2008)。電子童書之互動程度對三年級與五年級兒童閱聽成效之影響。教育資料與圖書館學報,45(3),371-401。
林宛霖(2002)。台北市幼童對圖畫書及電子童書之調查與反應研究(未出版之碩士論文)。國立臺灣師範大學,台北市。
黃敬雅(2009)。母親與兩歲幼童共讀互動與經驗之探究(未出版之碩士論文)。國立台灣師範大學,台北市。
劉宜佳(2009)。龍井鄉英幼童家長對「Bookstart 閱讀起步走」方案的參與即給予(未出版之碩士論文)。國立台北教育大學,台北市。

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