本研究旨在驗證讀寫分享教學是否能有效地提昇幼稚園大班學生的中文音韻覺識能力。本研究先針對幼稚園大班生,建構一套融入音韻覺識的讀寫分享教案,並編製一份音韻覺識測驗,計有四個分測驗﹕首音辨識、尾音辨識、音素分割、刪音能力。使用混合設計二因子變異數分析與曼-惠特尼U檢定,進行資料分析,結果如下: 一、實驗教學介入前,兩組樣本在音韻覺識的綜合表現與音韻覺識的類別表現方面,並無反應出顯著差異,兩組樣本僅在測驗各題的因子達到顯著差異,這項發現反應出兩組樣本當時的個體差異,且全份測驗的難易具有辨識度。 二、實驗教學介入後,實驗組在音韻覺識的綜合表現上達到顯著性的進步,並在音韻覺識的類別表現方面亦有提升,皆與控制組的表現呈現顯著差異。結果顯示在實驗教學的過程中,讀寫分享教學對幼兒音韻覺識的提升具有良好成效,並能增進四種音韻覺識的能力,這四種能力分別為:首音辨識、尾音辨識、音素分割、刪音能力。 三、實驗教學結束後,透過兩組家長問卷調查的檢視,亦證明實驗組在接受實驗處理後,其在日常生活中的綜合語言表現,明顯優於控制組,與控制組呈現顯著性差異。 研究結果支持這項融入音韻覺識的讀寫分享教案能有效地提昇幼兒中文音韻覺識。最後本研究建議,幼教工作者在進行幼兒語言教學時,應自然地融入系統性的音韻覺識活動,將有利未來幼小銜接。
The purpose of this study was to explore the effect of shared reading and writing instruction in kindergarten on Chinese Phonological Awareness (CPA). Teaching plans of the shared reading and writing were compiled for kindergarteners to learn CPA. In addition, a CPA test including first sound identification, last sound identification, phoneme segmentation, and phoneme deletion was constructed to examine whether the instruction could promote infants’ four kinds of basic CPA ability in the process of experiment. Two-way ANOVA mixed design and Mann-Whitney U were used to analyze the data . The conclusions are described as followings: After a 16-week experiment , the treatment group performs better than the control group in CPA test. This result indicated that shared reading and writing instruction could enhance infants' phonological awareness in the process of experiment. After the completion of the experiment , a questionnaire survey was done to investigate opinions of parents about infants’ growth on interest in literacy activities. The result demonstrated that the experiment group's comprehensive display was obviously superior to the control group in daily life after experimenting. Some suggestions for teaching and further research were included discussed.