| Summary: | 碩士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 100 === The theory of emergent literacy contends that the acquisition of words is a process of social engagement. Children will gradually realize the meanings and functions of words in a meaningful environment or social settings. Since children will learn words from their daily life , their ability of literacy will develop with their social experiences.
The idea of cooperative learning is based on peer-cooperation to achieve the goals. This study will be applied on literacy instruction for the1st grade elementary school students in an attempt to encourage the social interaction in a literacy class. This method, providing genuine language contexts, matches children’s psychological status for character learning.
The seven cooperative literacy instruction activities are developed based on the
children’s literacy psychology and cooperative learning, also the essence and discrimination of Chinese characters and contemporary literacy methods are taken into consideration. This study adopts an experimental research method to investigate the efficiency of literacy instruction in textbook characters and life characters among 1st grader elementary school students. The instruction method is the independent variety. The experimental group takes cooperative lieteracy instruction, while the control group does not. The dependent variety are the efficiencies of textbook-literacy and life-literacy. A quantitative analysis made by a self-made literacy achievement test and qualitative data are to investigate the function of the development of lieteracy ability in the experimental group. The results provide specific advice as a reference to future studies and unites concerned. The results of this study are as follows.
1. Both the experimental and the control group achieve good quality of textbook literacy.
2. Both experimental and control groups reach the same efficiency of textbook literacy.
3. A significant progress of life literacy is found both on the experimental and the control groups.
4. The instruction of experimental group provides better assistance to the development of life literacy.
5. The key to literacy textbook is the intense interaction among students.
6. The psychological needs of interpersonal communication facilitate the development of life literacy.
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