| Summary: | 碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 101 === The study explored the implementation process of English nursery rhyme activities at kindergartens. By connecting English nursery rhyme with child’s learning activities, it can enable learning experience in reaching English and experiencing different languages to children with the research problems to cover: how to choose course material for English nursery rhyme activities at kindergartens? What is the implementation process of activity and how to respond to difficulties? What are the affective responses of children to English nursery rhyme activities? And what are the responses of kindergarten teachers and parents on English nursery rhyme activities? The researcher was the teacher who implemented English nursery rhyme activities at the kindergarten of research site, with research method to observe and to take note of English nursery rhyme activity, and conducted process, observed and interviewed children and the original class teachers for their responses on English nursery rhyme activities, as well as performed questionnaire survey on parents for their responses on English nursery rhyme activities.
The research outcomes include: 1. Choice of course material for English nursery rhyme at kindergarten was comprehensively referring to child’s age, theme of teaching, melody of nursery rhyme which children were already familiar with, and relative to the children’ life experiences, having simple story and interesting person, thing and object, dynamic scene of bustle and excitement, and English nursery rhymes associated with festivals; 2. Implementation of English nursery rhyme activities at kindergartens combined with children’s prime learning activities (morning exercise, book corner, transition time, theme-based learning activities, free play), and flexibly adjusted upon children’s responses to the activities; 3. Difficulties in implementing English nursery rhyme activities at kindergarten in this study were hardware equipment constraints. It was hard to combine with children’s learning activity because the researcher was not a teacher at that kindergarten. Eco-based teaching topic made it difficult to combine with learning in different languages and culture as well as insufficiency in personal teaching for the researcher; 4. The affective responses of children on English nursery rhyme activities at kindergartens were mostly inclined to liking English nursery rhyme activities, including active response orally and active participation by their body movement, children’s affective responses have shown that “play” is important medium that English nursery rhyme activities are favored by children; 5. Responses of kindergarten teachers and parents were affirmative and supportive. Suggestions associated with English nursery rhyme activity teaching and future study were proposed upon the research outcomes.
Keyword: kindergarten, English nursery rhyme, activity
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