| Summary: | 碩士 === 國立臺東大學 === 幼兒教育學系 === 104 === This study aimed to explore the progress of outdoor experiencial teaching to understand the affect to the preschoolers’ ability of vocabulary, further analysis of the case for outdoor experiencial teaching to enhance the performance of the vocabulary ability.
In this study, the researcher primarily applied case study. The subjects were 15 children and the study process during their age of three to six years, simultaneously qualitative research and quantitative study methods are taken to analyze teaching reflections records, teaching journal, class observation and interviews, and teaching observation data.
The study used the Peabody Picture Vocabulary Test-revised (PPVT-R) for the detection of early childhood vocabulary development and comparisons are made between the data of the pretest and the posttest. The pretest carried out on the second year of the course, and the posttest was measured after the third year of implementation of the curriculum. The results are summarized as follows.
1. A third-year children's vocabulary ability to show not only the performance of outdoor vocabularies, lengthened statement, increasing life term of nouns, verbs, adjectives vocabulary, narrative competence also increase and expand vocabulary related to the expression of emotions.
2. Researcher recognizes in the past three years of outdoor experiencial teaching that children’s expression and implementation capacity are deeply affected by adults’ vocabulary. The teacher needs to listen to children’s expression, and then scaffolds children language skill to improve children in the use of sophisticated language.
From the analysis of the Peabody Picture Vocabulary Test-revised (PPVT-R),
(1) Posttest standard scores prior to the study were 106.20 and 110.33, and the standard norm in the Peabody Picture Vocabulary Test-revised (PPVT-R) of 50 to 100 percentile rank. It can be seen, the first object of this study, the performance of the post-test scores were higher than the standard.
(2) Peabody Picture Vocabulary Test-revised (PPVT-R) measured pretest and posttest after verification by an independent sample T test and found that the comparison of the pre-test mean score and the standard score of 100 points was significant differences (t = 3.077, p <.05). Then measure the posttest of mean scores and standard scores also showed significant differences in comparison of 100 (t = 4.206, p <.05). Children regardless of the average performance of pretest and posttest scores were higher than the standard 100. outdoor experiencial teaching represents a certain effect on the performance of the children's language ability.
(3) Pretest found indigenous children average score significantly higher than non- indigenous children, but after the test, no significant differences exist between the two systems. The teaching is still showing some success, so narrowed the difference between the two.
(4) In pretest results showed mother occupational prestige and socio-economic status affects children's language abilities performance, but no post-test this scenario, the results show that outdoor experiencial teaching produce some results.
Finally, for the teachers want to implement outdoor experiencial teaching, early childhood caregivers and researchers to make recommendations for future reference.
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