低年級學童在故事教學中的讀者回應

• Main Authors: Chuen Tyan Wu, 吳春田
• Other Authors: Tien Chen Shen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/17694048323085868581

碩士 === 國立嘉義大學 === 國民教育研究所 === 89 === Abstract This study is a first-grade case study. It investigates factors influencing children’s learning and their responses when children are given “story-telling learning”. In addition, this study focuses on analyzing the relationships between children’s stances toward stories and their interpretations of stories. This study concludes the ways how children response stories based on five themes (“the ways to express individual feelings”, “language”, “vision”, “elements of literature” and “judgment and interpretation”). Also, it inducts factors influencing children’s learning and their responses according to three themes (“individual experience”, “gender” and “pleasure”). Finally, this study yields some promising suggestions for “story-telling learning” implemented in the elementary classrooms and some advices for further studies. This study has the following conclusions: First, this study indicates that “the ways to express individual feelings” depend on the roles children play in the reading. Children like focusing on roles, events and scenarios to express their feelings. Also, contents, situations and children’s personal factors have impacts on facilitating children to immerse in the stories. Second, this study implies that first-grade children usually rely on phonetic symbols to understand the rhyme. In addition, they naturally perceive the meanings of phases and sentences from the scenarios and by which they imitate, understand and create their language. Thus, learning is based on a series of habits. Third, this study points out that children are attracted by the light colors and their focuses are changed according to different colors. Furthermore, “vision language” is a facilitator for story-telling and extending children’s learning experiences. Fourth, this study shows that for the theme of story, children emphasize on roles and events and usually moralize the stories. For interpretation of the roles, children focus on their subjective feelings to describe the individual role rather than the interactions of roles. For events, children usually actively inquiry, recall and interpret and teachers also pay attention on events to give questions to children. In addition, stories are full of grapes, blanks and indeterminacies, which need children to use their experiences to extend. Fifth, this study yields that children use their prior schema or prior knowledge to connect, synonymy, experiment and rationalize the stories. When children make comparisons, they usually emphasize on the same or similar contents. They rewrite the stories in various ways, which are affected by traditional tales. The “prediction” helps children not only to rationalize their prior knowledge but also to adjust their original schema. The prediction even is the original for rewriting and creating stories. Also, children’s responses are diverse and creative. Children have different feedbacks toward the same story and they extend their commonplace location through interaction with peers, teachers and stories. Sixth, from the responses of “efferent conceptual experience”, this study approves Rosenblatt’s theory: efferent stances enable readers to get many messages of words and stories. Besides, children’ responses of moral concepts show that interpretive community restricts children to interpret the stories. From the responses of aesthetic experiences, this study also has similar conclusions with Rosenblatt. That is, from the perspective of aesthetic reading, children can feel free to connect their personal experiences with the stories and put their individual feelings, values and attitudes into the stories. Seventh, from the responses of “gender”, this study shows that children have stereotype responses based on the gender. Males tend to practically reply the stories but females are apt to emotionally response them. This finding is corresponding to Cherland’s study (1992). Eighth, from the responses of “children’s pleasure”, this study implies that humor is the first-grade children’s favors. Because the first-grade children are very active, if teachers appropriately employ some playing in class, the classroom will be full of living pleasure. Furthermore, teachers have to make children immerse in special, fantastic and exciting environment where they can enjoy their surprising and wonderful learning experiences. Keyword: story-telling learning; reader response