| Summary: | 碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 95 === The purpose of this qualitative research is to explore what kinds of ending of picture books, and teachers and students of first and second graders response on different ending types of picture books.
It’s a qualitative research. In the first research, seven teacher differentiate seven ending types in picture books with specially ending, include of perfect ending, sad ending, open ending, subversive ending, extending ending, alternate ending, unexpected ending. In the second research, the subject of this research is fifteen students and seven teachers in Tainan. The information for this research was collected by story-retelling and questionnaires after they had listened to three picture story books. The major findings of this research are as fllows:
1. Teachers and students of first and second graders response on different ending types of picture books.
(1) They are glad roles helping other persons in perfect ending.
(2) They are saddened to the death and divorce of roles in sad ending.
(3) They have lively fancies because of multiplicate ordonnances in open ending.
(4) They are surprised to unexpected roles’ outcomes in subversive ending.
(5) They are surprised to unexpected plots in extending ending.
(6) They are glad roles’ outcome answer to evil will be recompensed with evil in alternate ending.
(7) They are scared the suddenly death of roles in unexpected ending.
2. Teachers and students of first and second grader evaluate ending of picture books:
(1) the elements making them feel glad: roles’ outcomes are perfect, plots are creative, picture and language match pretty well, picture style is childlike, language and message childlike, plots are unexpected, and bonhomie.
(2) the elements making them feel sad: roles die and divorce, roles do villainies, roles cry for the moon, plots don’t answer to evil will be recompensed with evil, words and pictures raise sad feeling.
(3) the elements making them feel surprised: plots are unexpected and contrastive, plots are out of order, ordonnances are multiplicate, typesetting is especial.
(4) the elements making them feel bemused: roles’ outcomes are indecisive, unexpected and unfair, roles’ character are too kindly, causalities are low, plots are out of order, pictures don’t present important things, roles’ size isn’t accordable ,etc.
(5) the elements making them feel reasonable: roles answer to evil will be recompensed with evil, roles’ outcomes can manifest the story’s motif and don’t change.
(6) the elements making them rise fancy: plots are indecisive, pictures are unexpected and adumbrative, endings are multiplicate, and words are straightforward.
(7) the elements making them literal-minded: endings are aptotic, pictures are dull, colors are similar.
(8) the elements making them have diverseness: roles’ behavior occur change, two pictures are contrastive, and picture style is inconsistent.
(9) the elements making them afeard: roles do villainies, ambiance is dangerous, roles die, and pictures present ghastly animals.
(10) the elements making them difficult: plots are indecisive, typesetting is especial, expression are insufficient, numerous arguments, and the message is recondite.
(11) the elements making them explicit: the message present by roles’ behavior, repeated words, the name of stories, the argument of stories.
(12) the elements making them indistinct: indistinct motif and outcomes, the ending of stories diverge form message, stories without compared roles to manifest the message, roles’ behavior is too passive to manifest the message, and readers interpret the message by themselves.
3.Teachers and students suggest for the ending of picture stories: the ending change from jeremiad to happiness, to account for indecisive plots, to build up the relation between pictures and argument, and to improve the logicalness of stories.
4. Teachers and students evaluate the roles, plots, pictures, texts and motif of views.
5. Teachers and students evaluate the similarities and dissimilarities of views
According to the result, I hope the study will provide suggestions for teachers, authors of picture books and future researches on their works.
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