The theme and presentation of picture books on character learning and story comprehension of kindergarten children.

• Main Authors: Huang Yi Chin, 黃怡卿
• Other Authors: 曹峰銘
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/27203376018736163068

碩士 === 國立臺北教育大學 === 幼兒教育學系碩士班 === 94 === The goals of this study were to explore the effects of the theme and presentation of picture books on character learning and story comprehension of kindergarten children. Previous studies reported the effect of story presentation, such as multimedia, on children’s story comprehension. Besides, character teaching methods, such as computer assistant instruction, have been shown to affect children’s character learning. Would presentation and theme of picture books have any effects on character learning and story comprehension of children? Few studies have assessed these effects on the same group of kindergarten children. Both nature and imaginative picture books were used and the ways of story presentation were as follow: (1) a live person telling the story, (2) a computer presenting pictures and pre-recorded contents of the story, and (3) a CD playing the pre-recorded contents of the story. Kindergarten children (n = 55), were divided into three groups of story presentation and listen to a story in three weeks, with six sessions (twice a week), each 20 minutes. Children listened to the imaginative story first, then the nature story. In addition, there was a control group only participating the character assessment but not listening to any stories. The results indicated: (1) character learning: compared with the control group, the experimental groups showed significant pre- and post-test differences, especially the imaginative story. The different presentation groups performed similarly. (2) story comprehension: the live-person story-telling group performed significantly better story comprehension than other groups, similar pattern was shown for both nature and imaginative stories. Results of this study demonstrated that the short-term story teaching can improve children’s character-learning ability, but this facilitative effect is related to the theme of story and not greatly affected by the story presentation. For the story comprehension, a live-person telling story is the better way to help the children understanding a story than computer and audio CD.