| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 92 === The focus of this study is to investigate the effects of kindergarten story-teaching activities on teachers, curriculum planning, and children. It has four purposes:
I.To improve story-telling techniques.
II.To search for possible teaching methods and materials of story-telling activities.
III.To show children’s responses to story-teaching activities.
IV.To share story-teaching experiences.
The findings are as below:
I.Through continuous reflections on teaching, curriculum
refining, and teacher-children interaction, a teacher’s
story-telling techniques had been improved. Should we make
stories as the center of teaching; its effects could be a
lot better.
II.Not only kindergarteners but also older children (up to 10-
year-olds) enjoyed story-telling activities. Teachers like
it, too.
III.Children’s responses to story were usually incredible,
showing their great potentials. Stories inspired their
imagination and creativity. They were more concentrated,
willing to share their feelings and opinions. Moreover,
they had the chances to release their emotion and pressure.
Their problem-solving ability was also enhanced.
IV.The key factor of the success of a story-telling activity
is the choice of the story. The activity will nearly be
succeeded if a proper story for the audiences has been
chosen.
V.The object of the story-telling activity is not necessary to
be the whole class. Sometimes perform the activity on a
group, and sometimes on an individual, is also a good policy.
After our carefully studied, four opinions are suggested for further story-telling researches.
I.Integrate story-telling activities into the center of
teaching of the school.
II.Ask a teacher or parents to participate in the story-
telling activities.
III.Take teaching by story-telling techniques.
IV.Extend the story-teaching activities to the role-playing
activities.
|
|---|
