中文繪本融入教學在兒童華語教學上的實施成效研究—以香港5-8歲的學童為例

Abstract

本研究之主要目的是在探究中文繪本，並以《狐狸愛上圖書館》(Lorenz, P. 2013)融入初級華語文教學，香港幼兒對繪本教學的接受程度為例，以及其對學童學習成效之提升狀況。研究者採用個案行動研究法，透過觀察、錄影、訪談、學習單、錄音等資料蒐集，提供教師參考和客觀分析。 本研究方法以香港5-8歲的七位學童做為研究對象為範例，當中的五位為團體線上教學，另外兩位為單獨面授教學進行為期數年，一次約一小時的中文繪本教學。關於中文繪本教學的方式，乃教師是從過去的「靈魂人物」轉變為輔助角色，把即將學習的主導權交給學童，使學童在教學中所扮演的角色為尋找答案，以強化學生華語的學習成效。本研究主要總結： 一、本研究對象之幼兒對繪本融入華語文教學有不錯的接受程度 二、繪本教學對於香港幼兒學習華語文之說、讀、寫、作皆有成效 （一）幼兒能朗讀繪本內容和表達出個人簡易生活小故事提高華語學習興趣、主動了解繪本的故事意義及文化。 （二）幼兒對寫簡易的中文字漸漸產生興趣 （三）使幼兒能簡易了解繪本故事，亦能體會繪本故事寓意。 三、進行繪本教學時要善用方法，克服各種困難 （一）教師在教學時間不足的情況下須加強備課內容與短時間內的有效利用 （二）透過學習單的書寫，能夠了解故事人物的動機、作者所要傳達的寓意。 （三）教學香港幼兒書寫華語文字、聽力及閱讀能力要善用激勵性策略與採循序漸進的方式，應材施教，客製化使每位受試者達到最好的學習成果。 四、本研究能促進研究者對華語文教學之專業成長，依據本研究的主要發現與結論，研究者對香港幼兒進行繪本教學的接受程度及未來，對其研究者提出具體之建議。The main purpose of this thesis is to explore the integration of Mandarin picture books into primary Mandarin language teaching, the acceptance of picture book teaching by Hong Kong students and the improvement of the student’s learning effectiveness. The researchers used the case-based action research method to collect data through observation, video recording, interviews, study sheet tests and teachers’ reflection logs were used for objective analysis. In this thesis, seven of schoolchildren aged 5-8 in Hong Kong were selected as the research objects and then fourteen Mandarin picture books were integrated into the teaching ac-tivities. One of them be used as a sample to present how I use Mandarin picture books in teaching also the result after children learned from this book called：「狐狸愛上圖書館」. Regarding the way of teaching Chinese picture books, the teacher has changed from the" main character" of the past to a supporting and assisting character, that is, handing over the control of learning to students, so that students can learn how to find answers through interaction, to achieve effec-tive communication. The main conclusions of this study: 1. Hong Kong students had a positive acceptance of the integration of picture books into Mandarin language teaching 2. Picture book teaching has good results for Hong Kong students to learn Man-darin speaking, reading, writingand mostly increase their interest of learning Mandarin.(1) Students can read the content of picture books and express personal simple life stories. (2) Students gradually become interested in writing simple/traditional Chinese characters (3) To enable students to understand the story of the picture book and to understand the meaning of the story of the picture book.3. The teaching of picture books to Hong Kong students should make good use of methods to overcome difficulties.(1) Teachers should strengthen lesson preparation and effectively control time when teaching time is insufficient.(2) Through the writing of the study sheet, one can understand the motivation of the characters in the story and the meaning that the author wants to convey. Teaching Hong Kong students to write Chinese characters and listen to reading skills requires the use of motivational strategies and a step-by-step approach.4. This study can promote the professional growth of the researchers in Chinese language teaching. Based on the main findings and conclusions of this study, the researchers put forward specific suggestions on the acceptance of picture book teaching by Hong Kong students and future researchers.