簡報式電子繪本教學對幼兒語言理解與表達之研究

The Study of the Electronic Picture Book Teaching on Children's Language Comprehension and Expression

王柏臻(Po-Chen Wang)

指導教授 ： 鄭芬蘭

國立屏東科技大學/人文暨社會科學院/幼兒保育系所/碩士(2014年)

https://doi.org/10.6346/NPUST.2014.00010

摘要

本研究旨在探討「簡報式電子繪本教學」對幼兒語言理解與表達之實驗效果及其可行性分析。因此，本研究實驗方法採「不等組前、後測」設計，輔以「參與觀察法」，觀察並紀錄實驗教學對幼兒語言理解與表達之課堂表現情形；研究對象選取滿五歲未滿六歲之幼兒2班共計30名。繪本主題以家人關係類型為核心選取適合幼兒閱讀的故事繪本，將繪本製作簡報，電子簡報式繪本教學組的幼兒每週接受兩次，為期五週的教學活動，以「簡易個別智力量表」、「華語兒童理解與表達詞彙測驗(第二版)」為研究工具，採單因子共變數分析實驗結果。茲將研究結果歸納如下：
一、不同組別幼兒在【簡易個別智力量表】中的「語詞記憶」表現上沒有差異，但在【簡易個別智力量表】中的「詞彙理解」、【華語 兒童理解與表達詞彙測驗】的理解量表之「命名、歸類、定義、推理、整體詞彙理解」的表現，實驗組優於控制組，亦即簡報式電子繪本教學對幼兒「語言理解」有部份提升效果。
二、不同組別幼兒在【華語兒童理解與表達詞彙測驗】的表達量表之「命名、歸類、定義、推理、整體詞彙表達」，實驗組優於控制組，亦即簡報式電子繪本教學對幼兒「語言表達」有部份提升效果。
三、研究者蒐集實驗教學之「學習單」、「觀察紀錄表」，從十次教學活動中，隨機分別抽取「祖孫關係」、「親子關係」、「手足關係」各ㄧ位幼兒資料，進行教學方案運用於語言理解與表達之可行性分析。由幼兒對上課的反應顯示，簡報式電子繪本教學活動大致上獲得幼兒喜愛並給予正向回饋。
四、整體而言，本教學活動具有不錯的實驗效果，並具有應用推廣之可行性。

關鍵字

簡報式電子繪本教學 ； 語言理解 ； 語言表達

並列摘要

This study aimed to explore the experimental effects and the feasibility on the electronic picture book teaching on children’s language comprehension and expression. Hence, this study adopted “nonequivalent group pretest-posttest” experimental design and “participant observation” to observe and record the effects of experimental teaching on children language comprehension and expression and their class performance. The participants of the study were thirty young children aged five, divided into two groups. The theme of the picture books focused on the family relationship and the picture books selected properly for young children were made into slides. Young children in the group of electronic picture book teaching took the teaching activities for five weeks, twice a week. The research tools were “easy-and-quick intelligence scale for children” and “receptive and expressive vocabulary test (second edition).” Besides, the experimental results were analyzed through one-way ANOVA. The results of the study are as follows:
I.There was no difference between the two groups of young children in their “lexicon memorization” performance with “easy-and-quick intelligence scale for children.” However, when it comes to the performance on the “lexicon comprehension” with “easy-and-quick intelligence scale for children” and the production of “naming, categorization, definition, inference and the overall vocabulary expression” with “receptive and expressive vocabulary test,” the experimental group performed better than the control group. That is, the electronic picture book teaching has some good effects on young children’s “language comprehension.”

II.Regarding the differences between the two groups of young children’s performance of “naming, categorization, definition, inference and the overall vocabulary expression” with “receptive and expressive vocabulary test,” the experimental group was superior to the control group. To wit, the electronic picture book teaching has some good influence on young children’s “language expression.”

III.The researcher collected “working sheet” and “observation form” of the experimental teaching, randomly selecting one young child’s data from “grandparent- grandchildren relationship,” “parent-child relationship” and “sibling relationship” respectively through the ten teaching activities, and analyzing the feasibility on how the teaching program was applied to language comprehension and expression. The young children’s positive response to the classes indicated that electronic picture book teaching activities were generally favored by young children.

IV.Overall, the teaching activity had great experimental effects and it’s practical for application and development.

並列關鍵字

Electronic picture book teaching ； Language comprehension ； Language expression

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