A Case Study of Read-aloud Training to the Students in Elementary School

• Main Authors: Hsieh,Hsiu-Yu, 謝琇羽
• Other Authors: Wang, Heng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/91309208331190100251

碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 99 === This research aims to explore the teaching process and current status for read-aloud training in elementary school. Through the qualitative research approach, observation, interview, document analysis and researcher’s manuscript notes, etc, were employed while proceeding to information gathering, analysis and summarization. Research subjects included 5 students trained by mass organization, 1 trainee under individual training program, 1 instructor, 3 from the parent and school administrator category. Findings of this research are summarized as follow: 1. Essential content for training sponsored by mass organization aimed to integrate activities like pronunciation, physical activity, getting to know about the rhythm, etc. These would be conducted in a lively and fun way while teaching methodology and could raise the interest level for school kids in reading aloud while learning. 2. Essential content for individual training adopted scenarios that mimicked the national competitions and allowed the competitors be familiar to the contests beforehand. 3. Problems like not enough class hours, student’s inadequate breathing technique at lower abdomen, difficulty in understanding the expository text and maintaining the contact between parent and teacher, etc, were the ones that the instructor encountered. 4. Mispronunciation, hard to command the emotion derived from the article, difficulty in understanding the concept of the expository text, etc, were difficulties encountered by elementary school students. 5. Under the premise of not affecting class work studies, the parents generally supported the progressing with read-aloud training. In the mean time, it was expected to raise the level of reading and speaking abilities for school kids through this training. 6. School administration maintained the approving attitude and promoted the read-aloud training in addition that they proactively communicated with parents, rewarded and provided incentives to both the teachers and students as well.