| Summary: | 博士 === 國立嘉義大學 === 教育學系研究所 === 100 === The purpose of the present study is to understand the current situation of the preschool teachers’ teaching of story retelling, including the process of the teaching of story retelling, the preschool children’s reaction to story retelling, and the preschool teachers’ opinions about the teaching of story retelling. The study uses the method of qualitative research, taking a real preschool class, consisting of 2 preschool teachers and 50 5-year-old preschool children, as subjects in which the researcher conducts observations and interviews for a period of 7 months. The study presents the following results.
1. The process of the preschool teachers’ teaching of story retelling are as follows:
(1) The preschool teachers would take into consideration the preschool children’s development characteristics while selecting an appropriate story to be restated by the children. The teachers would make use of a calm and quiet ceremony as a transition of the activity in order to remind the children of the important points to be restated.
(2) In the process of demonstration, the preschool teachers would make use of the preschool children’s daily experiences to arouse their motivation. The teachers would take picture books as the demonstration materials of the restatement of a story and adopt the effective way to read aloud a story and apply the storytelling skills to attract the children.
(3) The process of the preschool teachers’ guidance would arouse the preschool children’s motivation to restate a story and help the children to solve the difficulties encountered in the process of story retelling and review the children’s performance of story retelling.
2. The preschool children’s reactions to teachers’ teaching of story retelling are as follows:
(1) The skills for the preschool children’s story retelling included a fixed opening and closing ceremony. They would take picture books as the main materials of story retelling. The sounds and physical gestures were not yet included in retelling the story. The way of reading produced an effect on their proficiency of story retelling.
(2) The features of the content of story retold by the children included a fixed way of opening and closing. The detailed descriptions of the plots were omitted. The description was focused on the appearance and movements of the characters. They were used to using some specific auxiliary words to link the previous sentences to the next ones and they used their familiar words to replace the unfamiliar words. They used the general name to replace the characters’ real name. They used the simple sentences to describe the complicated plots. They seldom used the adjectives to describe the characters’s state of mind. The teachers’ demonstration produced an effect on the children’s use of phrases.
3. The preschool teachers’ opinions on the teaching of story retelling are as follows:
(1) The teachers indicated that they should take into consideration the preparation of teaching materials before the teaching of story retelling in order to understand the features and advantages and disadvantages of the materials and that they should pay attention to the design and variety of the extended activities, give appropriate guidance according to the children’s personal characteristics and understand the effects of the relevant factors.
(2) The difficulties and suggestions about the teachers’ teaching of story retelling include: there is no enough time for the teaching of story retelling; it’s hard to find a suitable leading way to meet each child’s personal characteristics; the way of teaching story retelling may need to be adjusted; it is suggested that the teachers should continue their self-learning and growth.
Lastly, the present study gives some specific suggestions as reference to the preschool teachers, preschool institutions and future studies.
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