運用故事結構教學提升幼兒語文學習之行動研究

Action Research on Using Story Structure to Improve Child's Language Learning

呂玉萍(Yu-Ping Lu)

指導教授 ： 蔡清田

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

摘 要

本研究緣起於教學現場的經驗與省思，以行動研究方式進行，旨在探討學齡前教育階段的幼兒，透過故事結構教學融入主題教學活動為研究主軸，依據情境分析結果發展主題故事結構教學課程，並藉由課程實施，評估課程實施之成效。
研究目的：本研究旨在透過研究者擔任幼兒園教師並實施故事結構教學融入主題教學課程發展行動研究，探討故事結構教學融入主題教學課程發展所遭遇的問題，並透過行動研究實施行動方案與省思，主要研究問題如下：
一、故事結構教學在幼兒語文教學行動方案的情境分析與省思為何？
二、故事結構教學在幼兒語文教學行動方案的設計歷程與省思為何？
三、故事結構教學在幼兒語文教學行動方案的實施歷程與省思為何？
四、故事結構教學在幼兒語文教學行動方案的評鑑歷程與省思為何？

本研究結論如下：
一、故事結構教學在幼兒語文教學行動方案的情境分析與省思發現：學習情境的分析有
助於課程的準備及教學的設計，而教學專業社群發展有助於行動研究的進行。
二、故事結構教學在幼兒語文教學行動方案的設計歷程與省思發現：掌握幼兒園教保活
動課程大綱有助於教學目標建立，給予課程設計具體的方向；學習社群的建立，提
升教育專業的素養；關注主題故事結構教學課程方案的發展，強化課程設計能力。
三、故事結構教學在幼兒語文教學行動方案的實施歷程與省思發現：運用多樣化的主題
繪本，豐富主題故事結構教學的課程內容；潛在課程影響幼兒之生活經驗和行為習
慣；協同教師、個案家長是課程方案實施的重要合作夥伴；關注課程理論與實務之
間的差距。
四、故事結構教學在幼兒語文教學行動方案的評鑑歷程與省思發現：實施多樣化的繪本
故事融入主題教學，結合故事結構教學成效良好；主題故事結構教學活動可以提升
幼兒語言表達能力與繪畫構圖能力；多元化教學方式提高學習的興趣；教學者應提
升自身的閱讀教學素養並把握隨機教學的機會。
最後根據本研究之結論提出建議，作為教師教學應用上與未來研究之參考。

關鍵字

幼兒語文學習 ； 主題課程 ； 故事結構

並列摘要

Abstract
This study starts with practical teaching-site experiences and reflection, employing action research to explore young children at the pre-school stage. Through the story-structured teaching, the teaching activities are integrated into the spindle of the study. The theme story-structured curriculum has been developed in accordance with the findings of situational analysis, and the curriculums are implemented and assessed for their effectiveness.
Aims of Studies: The purpose of studies is to implement story-structured teaching integrated into the teaching curriculum and then developed it as action studies; to explore the story-structured teaching integrated into the problems encountered on the process of theme teaching curriculum. In addition, by the help of implementing the action program and reflection, the main issues of the studies are shown as follows:
1. What are the Scenario Analysis of Child's Language Learning for action programs and
reflection in Application of Story-structured Teaching?
2. What are the courses of Child's Language Learning for action programs and reflection in
Application of making designs of Story-structured Teaching?
3. What are the coursess of Child's Language Learning for action programs and reflection in Application of implementing story-structured teaching?
4. What are the courses of Child's Language Learning for action programs and reflection in Application of assessing story-structured teaching?
Conclusions of the studies are shown as follows:
1. It is found that story-structure teaching is applied to the Scenario Analysis and reflection of Child's Language Learning for action programs: learning situation analysis helps the lesson preparation and teaching of design, and the development of the teaching profession community can contribute to the process of action studies.
2. It is found that story-structured teaching is applied to the designs and reflection of Child's Language Learning for action programs: grasping the outline of kindergarten teaching activity curriculum can contribute to establish the teaching objectives, to give specific directions for curriculum designs; establish a learning community, improve professional education qualities; concern about the development of theme story-structured tutorial programs, and strengthen curriculum design capacity.
3. It is found that story-structured teaching is applied to the implementation and reflection of
Child's Language Learning for the action project:in application of a variety of themes
illustrated stories, there comes up with rich story-structured teaching curriculum content;
potential curriculum affects children 's life experiences and behaviors; in association with
teachers and parents, they both are important partners of the curriculum implementation; pay
attention to the difference between curriculum theory and practice.
4. It is found that story-structured teaching is applied to the Child's Language Learning for action program evaluation and reflection: diverse illustrated stories are integrated into theme teaching, and they are combined with story-structured teaching with an outstanding effect; the theme story-structured teaching activities can enhance children's language ability to words expression and pictures painting; diversified teaching methods can enhance interest in learning; teachers should also enhance their level of reading and teaching for better opportunities in random teaching.
In conclusion, the studies are to put forth proposals for the references of teachers' teaching applications as well as future researches.

並列關鍵字

child language learning ； theme programs ； story structure

參考文獻

林易青（2006）。圖畫書融入數學教學對幼兒學習數概念效應之研究。國立台北教育大學幼兒教育學系碩士班

蔡清田（ 2008）。課程學。臺北市： 五南。

蔡清田（2011）。素養課程改革的DNA。臺北市:高等教育。

李培鈴（2002）。兒童圖畫書應用在幼稚園鄉土教學之行動研究。國立台北師範學院課程與教學研究所碩士論

Beck, I. L.,& Mckeown, M. C. (1981). Developing questions that promote