部落原住民族幼兒敘說能力與聲韻覺識的關係初探

本研究目的是了解部落原住民族幼兒的敘說能力與聲韻覺識表現，並探討敘說能力與聲韻覺識之間的相關性。研究對象為20名就讀臺灣北部原住民族地區的公立幼兒園，5至6歲原住民族幼兒。本研究皆以個別施測進行，透過訪談蒐集其個人生活經驗敘說語料，並使用聲韻覺識工具測量其音節、聲調、尾音及首音覺識能力。研究結果顯示，在敘說能力方面，原住民族幼兒敘說之總子句數偏少，敘說之總詞彙數內部差異偏大，且敘說結構大多為二或三個事件敘說與青蛙跳敘說，故事普遍沒有明顯的高潮與結尾。在聲韻覺識方面，原住民族幼兒的音節與尾音覺識表現普遍優於聲調與首音覺識，且尾音與首音覺識有顯著相關。原住民族幼兒敘說之總子句數、敘說結構與音節覺識皆有顯著相關。最後，本研究亦根據結果提出相關討論與建議。

關鍵字

原住民族幼兒；敘說能力；敘說結構；聲韻覺識

並列摘要

This study examined the relationships between narrative ability and phonological awareness in 20 tribal aboriginal children. Participants, aged 5 to 6 years, were from aboriginal regions in northern Taiwan. Personal narratives were collected by one-to-one interviews. Data of phonological awareness included syllable, tone, rime and onset awareness. Statistical correlations were conducted among variables. The findings indicated that the total number of clauses were minimal, the number of words differed greatly, the narrative structure were mostly two- or three-event narratives and leapfrog narratives without either a high point or an ending. The performances of syllable and rime awareness were better than tone and onset awareness. Additionally, rime awareness was significantly correlated with onset awareness. The total number of clauses and narrative structure were significantly correlated with syllable awareness. According to the findings, discussions and implications were also included.

並列關鍵字

aboriginal children ； narrative ability ； narrative structure ； phonological awareness

參考文獻

蔡敏玲(2009)。假日生活的演出、編織與共構：泰雅幼兒的經驗敘說。教育研究集刊。54(4)，29-64。

黃毅志(2003)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊。49(4)，1-31。

譚光鼎、林明芳(2002)。原住民學童學習式態的特質―花蓮縣秀林鄉泰雅族學童之探討。教育研究集刊。48(2)，233-261。

賴文鳳、陳妍妤(2017)。部落原住民與非原住民幼兒敘說評價之研究：文化和性別差異。課程與教學季刊。20(1)，201-232。

辛靜婷(2016)。原住民族幼兒雙文化聲韻介入課程之成效與教學歷程。課程與教學季刊。19(4)，191-228。

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部落原住民族幼兒敘說能力與聲韻覺識的關係初探

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