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原住民幼兒在幼稚園的書寫發展與經驗探究~以一位五足歲原住民幼兒爲例

Research on the Emergent Writing of the Aboriginal Children in the Kindergarten-An Example of a Five Aboriginal Girl

摘要


本研究旨在瞭解一位原住民幼兒在一個實施主流教育的國小附設幼稚園(以下簡稱公立幼稚園)中,書寫萌發的發展歷程及其書寫經驗。透過質性研究的方式,在新竹縣一所以原住民幼兒爲主的公立幼稚園爲研究場域,運用攝影機、數位相機、錄音器材進行爲期一年對研究參與者(以下暱稱小蓉)的書寫觀察、作品蒐集與訪談。以期能完整的收集到小蓉在幼稚園的情境當中書寫的發展與經驗。透過資料蒐集與分析,研究者得到小蓉的書寫發展與經驗如下:一、閱讀與書面語言能力的發展是不可分割的。研究者發現小蓉是班上借閱書籍最多者,也多次主動在午休時間爲全班念睡前故事。不難發現小蓉書寫能力的發展,除了個人特質與天分之外,閱讀也帶給她在書寫上相輔相成的幫助。二、仿寫是本研究的書寫發展中一項重要的發現。仿寫是幫助書寫萌發者的重要書寫鷹架。書寫萌發者最初有意義的仿寫文字是自己的姓名。而小蓉的仿寫又歷經初層次的仿寫進入到有意識性的仿寫兩個不同的層次。小蓉初層次仿寫的展現即是單純對文字外形的仿寫。有意識性的仿寫是指小蓉主動對文字產生認知與了解,在書寫時從單一筆劃進入部件爲單位的仿寫。此發展過程並非單一線性的發展,小蓉會在初層次與有意識性的仿寫歷程中來回,逐漸擴大對文字的認知與概念,直到成爲一位熟練的書寫者。三、小蓉出現書寫的活動多數是由教師對課程的安排與延伸而來,少數出現在課程安排以外的活動(例如:生活事件的書寫),通常是小蓉生活經驗中具有實際功能且有目的運用文字的書寫活動。此類型的書寫活動讓小蓉更進一步對書寫的文字產生覺知,以及主動認識書寫文字的學習興趣,促使仿寫從初層次的階段邁向意識性的層次。四、每一次的書寫經驗都有助於幼兒對於書寫規則進行同化與調適。在書寫規則未臻完備之前,書寫的情境與素材的安排與規劃、教師的鼓勵與對書寫活動的引導,以及家長對幼兒書寫的規範與期待等因素,都會促進小蓉對書寫規則的掌握以及對書寫的堅持。在書寫過程中,小蓉是個主動的文字使用者而非只是被動的書寫練習者。她讓我看見了一位原住民幼兒在限有的文字環境與有限的資源之下,仍然積極主動追求學習的精神。

關鍵字

原住民 幼兒 書寫萌發 仿寫

並列摘要


This research explores the emergent writing of a aboriginal children in the public kindergarten.A qualitative research approach is adopted and data collection methods include observations, portfolio of children's writing and interviews.The findings of this research are as follows:1. It is important that development of reading and writing.2. The developmental of children's mock writing is a very important discovery of this research. It is important writing scaffolding for children's emergent writing. The first meaningful mock writing for children is usually writing their own names. This study illustrates that there are two levels of mock writing: the primary level and the conscious level. In my research, the primary level of mock writing identified mock writing of word shapes. When children realize the functions and meanings of the words they are mock writing, they have evolved into the conscious level of mock writing.3. The writing contexts and activities are constructed within the kindergarten curriculum, which include: the morning sign-in, writing experiences in the thematic activities, specific writing assignments, spontaneous writing during center time and real life events. Especially the writing related to real life events enriches the writing activities of the aboriginal children.4. The establishment of writing rules from the writing contexts and teacher and parents' expectation.Children's emergent writing experiences are individualized. Based on the findings of this study, the aboriginal children come form an environment with less symbols and prints. But a aboriginal children is a active learner.

被引用紀錄


張菀真(2014)。探討幼兒的早期書寫表現及其影響因素〔博士論文,國立中央大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0031-0412201511575545

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