圖畫書融入閱讀教學對幼兒閱讀動機成效之研究

The Effect of Integrating Picture Books into Reading Instruction on Children's Reading Motivation

林語蓁(Yu-Chen Lin) ； 賴春金(Chun-Chin Lai)

《幼兒教育》 307期 (2012/10) Pp. 28-48

https://doi.org/10.6367/ECE.201210.0028

摘要

本研究對象為新北市兩所公立國小附設幼稚園各一班的大班幼兒。一班為實驗組，人數為26人，接受圖畫書融入閱讀教學，另一組為控制組，人數為25人，接受幼稚園一般教學活動。整個實驗教學為期10週，每週5次，每次40分鐘。運用研究者發展之「幼兒閱讀動機量表」為研究工具。本研究結果如下：實驗組和控制組在「幼兒閱讀動機量表」的總得分有顯著差異；以及在「效能」、「好奇」、「社會」、「投入」、「認可」與「重要」6個向度的得分也有顯著差異。最後，依據本研究結果，提供學前教師及未來相關研究之參考建議。

關鍵字

幼兒 ； 圖畫書 ； 閱讀教學 ； 閱讀動機

並列摘要

The subjects were five-year old children of two kindergarten classes of two elementary schools in New Taipei City. The experimental group was a class composed of 26 pupils and given reading instruction which include picture books. The control group was another class composed of 25 pupils and given normal preschool teaching. The experimental instruction was conducted in sessions of 40 minutes each, five times a week, during a period of ten weeks. ”Childrens' Reading Motivation Questionnaire” and was developed and used as instruments to collect data. The results of the study are as follows: The reading motivation of both groups had significant difference in the the total score of ”Childrens' Reading Motivation Questionnaire,” and also in all six aspects- ”Efficacy,” ”Curiosity,” ”Sociality,” ”Involvement,” ”Recognition,” and ”Importance.Finally, the study provided some concrete suggestions for kindergarten teachers and further studies.

並列關鍵字

children ； picture-book ； reading instruction ； reading motivation