平衡取向環境文字教學對大班幼兒文字覺識及識字能力之行動研究
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2022
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本研究採行動研究法，旨在探討大班幼兒參與平衡式環境文字教學之文字覺識與識字能力之學習歷程及表現。平衡式教學為研究者在教學活動中運用環境文字資源，兼採全語言取向及技能取向進行文字教學，以期提高幼兒的文字覺識及識字發展。研究對象為新北市一所全美語共學教室中的 7 位大班幼兒。研究目的有三：其一為探究以平衡取向進行環境文字識字教學之歷程；其二為探究接受平衡取向環境文字教學之大班幼兒，其文字覺識與識字能力之發展歷程；其三為探討以平衡取向進行環境文字教學後，大班幼兒的識字能力變化。研究者於教學過程中伴隨協同教師的觀察，於課後共同討論與省思，以幼兒的角度逐步滾動修正教學方式，以達教學上的平衡光譜。本研究以質性資料進行分析，輔以量化資料，得出以下結論：(一) 環境文字提升幼兒對於文字覺識的探索興趣，瞭解文字符號在生活中真實的功能性。(二) 平衡取向教學萌發學前大班幼兒的文字覺識發展。(三) 文字部件解碼策略促發幼兒對於文字的認識與記憶。研究者進一步提出研究限制，並分別對未來研究發展與教學提出建議。關鍵字：幼兒、文字覺識、平衡式教學取向、環境文字、識字發展
This action research aims to understand the learning process and performance of print awareness and word recognition of kindergarten children who participated in the balanced teaching approach. In the balanced teaching approach, the researcher used environment materials with print in class, and adopted whole-language and skills-first approaches to conduct literacy teaching to improve children’s print awareness and literacy development. The participants of this study were seven five-yearold children studying in an English kindergarten in New Taipei City.The first purpose of this study was to explore the teaching process of the balanced approach with environmental print. The second was to investigate the developmental process of the print awareness and word recognition ability of kindergarten children who received balanced teaching with environmental print. The third was to understand the changes in word recognition ability of kindergarten children in the balanced teaching approach.During the teaching process, the researcher and the collaborative teacher both observed the students together, discussed and reflected after the class, and gradually revised the teaching methods from the children’s perspectives. Based on the observation and the children’s feedback, the researcher made gradual changes to achieve a balanced spectrum of teaching.This study analyzed qualitative as well as quantitative data, and the following conclusions are drawn:(1) Environmental print enhances children’s exploration interest in print and help them understand the function of context symbols in life.(2) Balanced approach teaching germinates the development of print awareness among preschool children.(3) Words component decoding strategies promotes children's understanding and memory of Chinese words. Based on the results, pedagogical implications and suggestions for future research are provided. Keywords: balanced teaching approach, children, environmental print, print awareness, word recognition development
This action research aims to understand the learning process and performance of print awareness and word recognition of kindergarten children who participated in the balanced teaching approach. In the balanced teaching approach, the researcher used environment materials with print in class, and adopted whole-language and skills-first approaches to conduct literacy teaching to improve children’s print awareness and literacy development. The participants of this study were seven five-yearold children studying in an English kindergarten in New Taipei City.The first purpose of this study was to explore the teaching process of the balanced approach with environmental print. The second was to investigate the developmental process of the print awareness and word recognition ability of kindergarten children who received balanced teaching with environmental print. The third was to understand the changes in word recognition ability of kindergarten children in the balanced teaching approach.During the teaching process, the researcher and the collaborative teacher both observed the students together, discussed and reflected after the class, and gradually revised the teaching methods from the children’s perspectives. Based on the observation and the children’s feedback, the researcher made gradual changes to achieve a balanced spectrum of teaching.This study analyzed qualitative as well as quantitative data, and the following conclusions are drawn:(1) Environmental print enhances children’s exploration interest in print and help them understand the function of context symbols in life.(2) Balanced approach teaching germinates the development of print awareness among preschool children.(3) Words component decoding strategies promotes children's understanding and memory of Chinese words. Based on the results, pedagogical implications and suggestions for future research are provided. Keywords: balanced teaching approach, children, environmental print, print awareness, word recognition development
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幼兒, 文字覺識, 平衡式教學取向, 環境文字, 識字發展, balanced teaching approach, children, environmental print, print awareness, word recognition development