故事繪本融入華語教學之行動研究

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Title:	故事繪本融入華語教學之行動研究 An Action Research of Integrating Picture Books into Chinese as a Second Language Instruction
Authors:	許文儀 Hsu, Wen-Yi
Contributors:	華語文教學碩士學位學程
Keywords:	故事繪本華語教學語言輸入調整多元媒介幼齡學習者 Picture Books Teaching Chinese as a Second Language Multiple Teaching Materials Modified Input Young Learners
Date:	2014-12-31
Issue Date:	2015-02-05 10:13:56 (UTC+8)
Abstract:	「故事繪本融入華語教學」為運用故事繪本為教材，教授華語為第二語言的學習者，是新形式的華語教學課程設計，透過故事繪本圖文並茂的特性，結合豐富、有趣的教學活動，強化第二語言的輸入及表達能力。本研究以臺北市某外僑學校為研究場域，教師本人與全體幼稚園學童為研究對象，分別以《小藍和小黃》、《好餓的毛毛蟲》、《朱家故事》、《和甘伯伯去遊河》四本故事繪本為題材，依據其不同主題面向貫串ASSURE課程設計模式實行教學設計，其依序為分析學習者（Analyze learners）、撰寫學習目標（State objectives）、選擇教材、媒體與方法（Select materials, media, and methods）、使用媒體與教材（Utilize media and materials）、要求學習者參與（Require learner participation）、評鑑與修正（Evaluate and revise）；並以學習者為中心的教學形式，搭配設計、行動、觀察、反思、修正等螺旋循環步驟實施行動研究，由課堂活動與教學遊戲檢視學習成效與教學效能，解析教學日誌、課堂觀察記錄、個別訪談記錄、學習者學習作品，作為教學調整與學習成果的評鑑。研究結果顯示，行動研究中的第四次循環為故事繪本融入華語教學的確定方案，將故事繪本融入華語教學除能提高教師教學質量外，亦能協助幼齡學習者累積詞彙量，並提升以華語為第二語言之聽、說能力，獲得語言學習成就。希冀本研究的研究結果，能為華語為兒童第二語言教學領域及習得上更添活潑、創新的教學模式與助益。 “Integrating picture books to teach Chinese as a second language” aims to illustrate how the combination of pictorial books with vivid teaching activities can increase learners’ communication ability and their understanding of the teacher’s delivery of the text content. This semester-long action research study adopted the ASSURE model in instructional design and implementation. The picture books are Little blue and little yellow, The very hungry caterpillar, Piggy book, and Mr. Gumpy’s outing. The participants were all kindergarten students whose first language was Korean. The research results indicated that the integration of picture books into Chinese as a second language instruction could enhance a teacher’s pedagogical repertoire and professional competence. It also intensifies Chinese as a second language learners’ listening and speaking capacity.
Appears in Collections:	[Graduate Institute of Chinese Literature] thesis

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