新移民女性之子女的書寫發展-個案研究
Abstract
本研究以讀寫萌發的觀點，探討新移民女性之子女在學校與家庭情境中的書寫發展階段，並運用參與觀察、文件蒐集，輔以訪談的方式，進而歸納出與書寫發展的家庭學校與個人因素之特徵。
本研究以一位大班的新移民女性之子女為研究個案，進行十四個月的資料蒐集與分析，最後依研究目的進行分析歸納並獲得以下結論。
一、 新移民女性之子女的書寫發展階段沒有固定的順序且持續發展：
本研究個案在書寫發展階段中，其書寫型式包含：圖畫、數字、國字、注音符號、英文字母、潦草塗寫。其書寫型式的出現沒有固定的順序，會交錯或同時出現。其書寫行為是持續發展，不斷嘗試與修正，以建立對書寫文字的概念。
二、 與新移民女性之子女書寫發展的家庭學校與個人因素之特徵：
在學校因素中，「同儕互動」對本研究個案的書寫發展有明顯的幫助，能激發個案的書寫動機。在家庭因素中，對於教導子女如何閱讀書寫的過程中，因工作忙碌或本身教育程度所限，對個案的書寫發展幫助有限。在個人因素，個案本身缺乏自發性的書寫行為，對書寫缺乏興趣。
最後，依據研究結果，本研究提出對教師、家長及未來研究的建議。
Based on the perspective of emergent literacy, this study aimed at exploring, in both school and family context the writing development of a new immigrant woman’s five-year-old child. Data include feldnotes of participant observation, school documents and parental and teacher interviews. The period of data collection lasted fourteen months. The analyses suggest the following two major results. First, there was no fixed developmental trajectory for the child in his writing. His writing patterns include pictures, numbers, characters, phonetic symbols, English letters, scribbling. These patterns occurred concurrently and there existed no apparent developmental order. His writing behavior is a continuous process and he has attempted to correct previous concepts about writing by revising words. Secondly, factors influencing the child’s writing development: Peer interactions were critical to his writing development, providing him motivation to write. Parents couldn’t provide much help at home due to their long-hour work and their lack of education. The child was lack of education. The child was lack of interests to write and there were very few observable writing behaviors. Based on these results, recommendations for teacher, parent, and future research were provided.
Based on the perspective of emergent literacy, this study aimed at exploring, in both school and family context the writing development of a new immigrant woman’s five-year-old child. Data include feldnotes of participant observation, school documents and parental and teacher interviews. The period of data collection lasted fourteen months. The analyses suggest the following two major results. First, there was no fixed developmental trajectory for the child in his writing. His writing patterns include pictures, numbers, characters, phonetic symbols, English letters, scribbling. These patterns occurred concurrently and there existed no apparent developmental order. His writing behavior is a continuous process and he has attempted to correct previous concepts about writing by revising words. Secondly, factors influencing the child’s writing development: Peer interactions were critical to his writing development, providing him motivation to write. Parents couldn’t provide much help at home due to their long-hour work and their lack of education. The child was lack of education. The child was lack of interests to write and there were very few observable writing behaviors. Based on these results, recommendations for teacher, parent, and future research were provided.
Description
Keywords
新移民女性之子女, 書寫發展, 個案研究, children of new immigrant women, writing development, case study