Interactive Reading and Dialogue: Pre-exploring the instruction of special education with picture book—using self-determination as example.

• Main Authors: Chan, Yaling, 詹雅玲
• Other Authors: Lin, Wenpao
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/uneu4w

碩士 === 國立臺東大學 === 兒童文學研究所 === 99 === Interactive Reading and Dialogue: Pre-exploring the instruction of special education with picture book—using self-determination as example. Ya-Ling Chan Abstract This study states that a teacher in vocational education department of special education school is trying to improve the problem of nowadays education situation by conducting the action research in order to solve the problems that slightly mental retardation students who have the disability and inadequate concepts of self-determination in classes.Researcher uses the method of Interactive Reading and Dialogue, merging the picture book into the theme instruction of self-determination. In the context of dialogue, teachers and students analyze the exploration to the theme of self-determination, performance of students’ reading comprehension and application of teachers’ strategies. Researcher uses qualitative research method to collect the information in order to analyze the case and instructional processes by making good use of instructional recording, observation from friends and teachers, journals and feedbacks from teachers, documents and interviewing information of students…etc. After conducting 16 times, twice in one time courses of Interactive Reading and Dialogue, following are the main observations: A. Constructing the two stages self-determination instructional model with picture book as an intermediary, interactive reading as a method and dialogue as a spirit. a. The first stage focuses on the guiding and opening: 1.Introduction of picture book. 2.Teachers tell the stories. 3.Students tell the stories. 4.Teachers explain the difficult words or phrases. 5.Students have some questions to those words or phrases. 6.Feedbacks from students. 7.Teachers ask questions/dialogues between teachers and students. b. The second stage emphasizes the focus and supplement. B. The performance of case in the course of Interactive Reading and Dialogue. a. Disadvantaged present: 1.Misunderstanding of books. 2.Insufficient knowledge of objects. 3.Unpractical thinking. 4.Unrelated answers. 5.Incomplete answers. b. Thinking in dialogue(positive respond): 1.Pointing out the main concept. 2.Reflection of self experiences. 3.Asking effective questions. 4.Expressing the thinking actively. c. Negative respond: 1.To conceal something. 2.Passive respond and paltering with questions. d. The transition to attitude of icon(picture) reading: 1.Pictures are supporting roles for explaining the stories. 2.Expressing the thinking to picture reading. 3.Starting to notice the relationship between pictures and contexts. C. Following are the strategies of teachers: a. The disadvantaged case part: 1.Supporting and Encouragement. 2.Find out the clue. 3.Assistant and clarifying. 4.Conversational demonstration. 5.Explaining the misunderstandings. 6.Intimation of examples. b. The theme exploration of self-determination part: 1.Merging the representative case which has colorful life stories into the theme. 2.Designing the open questions. 3.Guiding of thinking direction. Finally, researcher gives the concrete suggestions as references for physical educational instructors and follow-up research according to the conclusion and the discoveries of this study. Keywords：picture book, Reading, Dialogue, Self-determination, slightly mental retardation.