國小朗讀教學研究

• Main Author: 武滿華
• Other Authors: 黃陶陶
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/62391963766155118458

碩士 === 國立新竹教育大學 === 進修部語文教學碩士班 === 93 === A Study of Oral Reading in Primary School Abstract This research aims to provide effective references for means to combine teaching materials and teaching methods to instruct oral reading for primary school pupils. Examples, taken in this study were extracted from available teaching materials, which are attuned to child’s acceptance and practical requirement, and were illustrated by easy and understandable languages. Two parts were focused in this study: pre-oral reading- comprehension, duration of oral-reading – techniques. At the same time, key points in various lexical forms headedness such as essays, stories, and poems were analyzed and interpreted. This study is organized as follows: I. Introduction: to present study motive, objectives, methods, and area of study. II. Defining Oral Reading: following the introduction of origin and the development of oral reading, to analyze ancient books’ styles of mockery, recitation, chanting, intoning, singing, and reading, and their similarities and differences. Lastly, to define and clarify oral reading, loud reading, and reading with beautiful tones. III. Analyzing application of oral reading in the instruction. This chapter describes the function of oral-reading and literature instruction, and to examine the official curriculums’ allocation and practice of oral reading instruction in school. The result was compared and contrasted to that of schools in Mainland China. IV. Key Points in Oral Reading Instruction. Firstly, preparation for instruction in oral reading is the comprehension of the article, and by which to appreciate the author’s affection. Secondly, the pronunciation should be correct and referred to the phonic notation charted by Ministry of Education. By that, students are taught to pronounce fully and clearly via techniques such as sound, rhyme, tone, and transformation. Thirdly, the affection expression via reader’s sensibility can grasp and deduce the emotional essence of a piece of article. V. Introduction to techniques in Oral Reading. The chapter stresses Chang’s thesis (2000) that categorized the elements of oral reading techniques which are: pause, stress, tone, and rhythm. The fifth elements in addition to this chapter is non-verbal expression which is illustrated with oral reading symbols to help teachers and students become proficient in reading, to facilitate the oral readers, teachers and students, to access easily. VI. Different methods of oral reading for different materials in Primary School were analyzed. The materials for oral reading consist of essays (including narration, sentiment, exposition, and thesis), Stories ( including stories, fables, and fairy-tale), poems ( including classical, and modern poems) VII. Conclusion and Suggestions Oral reading has an artistic charm which is worthwhile teaching for all. Not only does it enhance children’s verbal ability in language and literacy, but also cultivates humanity values and cultures. It is the expectation of this study that the artistry of oral reading will bring back the sounds of oral reading in school and prosper in the future. Keywords：Primary School Students, Oral Reading Instruction.