圖畫書教學對幼稚園弱勢兒童語彙能力之影響

The Effect of Picture Books Teaching on the Vocabulary Ability Of Kindergarten Children from Disadvantaged Families

溫伊筠(Yi-Yun Wen)

指導教授 ： 王淑清

國立屏東科技大學/人文暨社會科學院/幼兒保育系所/碩士(2008年)

https://doi.org/10.6346/NPUST.2008.00031

摘要

本研究旨在應用幼兒設計之圖畫書教學方案，以探討圖畫書教學對幼稚園弱勢兒童之語彙能力影響。 本研究採準實驗設計研究法，選取台南市某幼稚園小班的弱勢兒童28人，分別為實驗組與對照組。 14位實驗組幼兒接受「圖畫書教學方案」，另外，14位對照組幼兒則沒有接受實驗處理，進行班級例行性活動。 根據所挑選的圖畫書，配合幼兒語彙相關理論及教學目標、教學流程等原則，設計十週的「圖畫書教學方案」。 方案實施前先對實驗組及對照組幼兒進行進行「修定畢保德圖畫詞彙測驗」，作為幼兒語彙能力的基準點。 接著進行為期十週之教學課程，並利用「修定畢保德圖畫詞彙測驗」分別對實驗組及對照組幼兒進行後測、追蹤測，以「獨立樣本單因子共變數分析」考驗圖畫書教學的立即效果及延宕效果；再輔以研究者之「教學省思」、「學習單」等質性資料進一步瞭解幼兒上課的狀況與感受。 本研究之主要發現如下： 一、設計「圖畫書教學課程」，其教學活動原則符合(一)課程考慮幼兒發展迫切需要；(二)圖畫書內容與幼兒生活經驗相關，融入課程有助於幼兒與生活經驗相結合；(三)課程內容由具體到抽象；(四) 幼兒透過討論，能夠分享真實感受。 二、弱勢家庭幼兒接受「圖畫書教學課程」後，在前後測以及追蹤測的「修定畢保德圖畫詞彙測驗」得分有進步，所以本實驗之圖畫書教學能夠立即提昇及維持弱勢兒童的詞彙能力。 三、弱勢家庭幼兒接受「圖畫書教學課程」後，在看圖聯想的表達能力、問題回答表達能力，以及句型模仿能力皆有進步。 最後，根據研究結果，研究者提出相關討論與建議，以作為未來在進行幼兒圖畫書的課程設計、教學、以及研究之參考。

關鍵字

圖畫書教學 ； 弱勢兒童 ； 語彙能力

並列摘要

The objective of this study was to explore the effect of picture books on the vocabulary ability of kindergarten children from disadvantaged families through the application of designs of child picture books instruction.
The quasi-experimental design research method was used upon 28 disadvantaged children from a kindergarten in Tainan city and used divided into experiment and control groups. The children continued regular routine class activities, with 14 children given picture book instruction curriculum as the experiment group, whereas the other 14 children were not given experiment curriculum as the control group. Ten-week picture book instruction curriculum has been designed according to selected picture books, followed by the relevant child vocabulary ability and principles of teaching goal and procedures. Before the curriculum was attributed, both groups were given Peabody Picture Vocabulary Test-Revised as the baseline of their vocabulary abilities.
During the ten-week instructed lessons, both experiment group and control group were taking pre-test, post-test and trace-test using Peabody Picture Vocabulary Test-Revised. The immediate effect and prolong effect have been tested with one-way ANOVA. The researcher’s teaching reflection and learning list have provided further qualitative inquiry on the children’s learning process and perception. The primary research findings are the followings:
I. Design Picture Book Instruction Curricula with teaching
activities agreed with 1.urgent needs for child
developments; 2. contents of picture books are related
to child daily life to help children incorporated daily
experience from the lessons; 3. lessons begin from
concrete to abstract contents; 4.children can share the
live perceiving through discussion.
II. After the Picture Book Instruction Curriculum, children
of disadvantaged families have improved scores during
pre-test, post-test and trace-test of Peabody Picture
Vocabulary Test-Revised. Therefore, this experimental
picture book instruction can immediately improve and
sustain the vocabulary ability of disadvantage children.
III. After the Picture Book Instruction Curriculum,
children of disadvantaged families have all progressed
in picture story telling ability, questions answering
ability as well as sentence pattern modeling ability.
In conclusion, the researcher has made suggestion and discussion topics according to the study results. They provide reference for future curriculum design, instructions and studies on child picture books.

並列關鍵字

picture books instruction ； disadvantage children ； vocabulary ability

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