繪本教學介入發展遲緩幼兒同儕互動之個案研究

dc.contributor.author鄭雅莉zh_tw
dc.contributor.authorYali Chengen_US
dc.date.accessioned2014-10-27T15:21:13Z
dc.date.available2014-10-27T15:21:13Z
dc.date.issued2012-09-??zh_TW
dc.description.abstract本研究的對象是一名安置在公立幼兒園大班的發展遲緩幼兒,研究者在為期六週的繪本教學方案前後使用「同儕互動檢核表」,藉此探究繪本教學介入對發展遲緩幼兒同儕互動型態的改變。本研究的主要發現有二:(1)發展遲緩幼兒的「促進者的角色」逐漸浮現,在成人的協助下,發展遲緩幼兒和同儕的合作行為明顯增加,也出現邀請同伴加入遊戲的行為;(2)發展遲緩幼兒正在形成「領導者角色」,會指揮或是回應同儕。zh_tw
dc.description.abstractThe purpose of this study was to examine how peer interaction changed on a 5-year-old child with developmental delays. Six picture-book readings were applied in an inclusive preschool classroom, which contained one young child with developmental delays and 28 normally developing preschoolers. A peer interaction checklist was used as an observation guide before and after picture-book readings. After readings, the child with developmental delays was more willing to cooperate with his peers in the situations facilitated by his teacher. Furthermore, the child’s leadership was emerging by responding his peers and assigning roles to children.en_US
dc.identifier549E0D0B-BB65-71CB-3A2F-C5E063FD8938zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/16060
dc.language中文zh_TW
dc.publisher國立台灣師範大學特殊教育中心zh_tw
dc.publisherNational Taiwan Normal University Special Education Centeren_US
dc.relation(124),37-54zh_TW
dc.relation.ispartof特殊教育季刊zh_tw
dc.subject.other同儕互動zh_tw
dc.subject.other個案研究zh_tw
dc.subject.other發展遲緩幼兒zh_tw
dc.subject.other學前融合zh_tw
dc.subject.other繪本教學zh_tw
dc.subject.othercase studyen_US
dc.subject.otherdevelopmental delayen_US
dc.subject.otherinclusionen_US
dc.subject.otherpeer interactionen_US
dc.subject.otherpicture-book readingen_US
dc.title繪本教學介入發展遲緩幼兒同儕互動之個案研究zh-tw
dc.title.alternativeA Case Study on Picture-Book Reading as an Intervention to Teach Peer Interaction for a Young Child with Developmental Delayszh_tw

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