文本訊息呈現策略對幼兒口語理解影響之探討

Exploring the influence of text information presentation strategies on children's oral comprehension

吳美瑤(Mei-Yao Wu)

《幼兒教育年刊》 29期 (2018/12) Pp. 19-38

摘要

故事是幼兒學習知識的主要來源，根據體現認知觀點，藉由語言符號與外在物件對應的方式，讀者能獲得較好的文本理解。相關研究顯示透過讓兒童一邊唸故事，一邊根據文本內容操弄玩具，可以有效促進兒童對故事理解的表現。此策略的重要關鍵在於藉由語言符號與外在物件對應，以及訊息以多重知覺管道輸入比單一知覺管道輸入更能有效整合文本訊息。本研究旨在探討文本訊息呈現的不同策略，對幼兒口語理解的影響。 本研究採用準實驗研究法，研究對象為大班六足歲幼兒46位，實驗組除一邊聆聽文本內容外，尚能一邊觀看實驗者配合文本操弄與內容相關的玩具與動作，控制組除一邊聆聽文本之外，僅能一邊觀看靜態的場景道具。兩組幼兒皆在聆聽文本結束後，進行口語理解測驗。結果發現，實驗組幼兒在時空與動作理解問題等兩個概念的答對率皆顯著高於控制組。顯示，聆聽文本時觀看成人操弄與文本內容相關玩具與動作的策略，可讓聽覺訊息有視覺畫面可供參照對應，能有效提升幼兒在時空與動作兩概念的推論理解。

關鍵字

幼兒閱讀 ； 多重感官 ； 故事理解 ； 索引假說 ； 體現認知

並列摘要

The story is the main source of children's learning knowledge. According to the view of embodied cognition, the reader can get better comprehension of the texts by means of the correspondence between language symbols and external objects. Related research shows that by letting children manipulate toys as they read the texts, children can effectively promote their comprehension of texts. The key to this strategy lies in the fact that linguistic symbols correspond to external objects, and the information can integrate the text messages with multisensory inputs than single sensory inputs. This study aims to exploring the influence of text information presentation strategies on children's oral comprehension. This study uses quasi-experimental design, and the subjects were 46 6-yard- old children. The experimental group listened to the text while watching the experimenter manipulate the toys related to the texts. The control group listened to the text and watched the static story scenes. Both groups of children were measured oral comprehension tests after the texts were over. The results showed that the correct rate of the experimental group in time- space and action comprehension concepts were significantly higher than the control group. Watching adult manipulating toys that are related to the texts while listening to the texts can make auditory messages have visual images for reference. This strategy can effectively promote text comprehension of time- space and action concepts of children.

並列關鍵字

child reading ； embodied cognition ； indexical hypothesis ； multisensory ； story comprehension

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