臺灣小康軒兒童繪本提問樣本之深度討論研究

Abstract

本研究旨在研究臺灣兒童繪本所設計之提問樣本，分析提問與繪本其圖、文之關聯性，以深度討論（Quality Talk）教學法之問題類型編碼分類、統計，分析、觀察提問與繪本之出版設計及故事情節之關聯，從深度討論（Quality Talk）教學法之問題類型分析臺灣兒童繪本之提問有何現象。研究對象為小康軒繪本館繪本主題教材，其教師手冊以四層次設計提問，期望幫助學生探究問題並深入閱讀及思考。研究自2015年起至2019年5月止出版之繪本，一共二十五本，及繪本所搭配的教師手冊之提問，共逾一千五百題。基於繪本應用於教學時，具有對話式閱讀及討論故事等重視師生對話之特色，故研究者選擇課堂言談類型較為相近之深度討論（Quality Talk）教學法之問題類型作為研究工具分析其提問類型。本研究期望作為欲以繪本作為華語課堂教學材料之教師，提升教學時之問題意識、增進提問設計方向之參考。This study assessed the question samples from Taiwanese children picture books to provide an insight in enhancing the teaching quality when using picture books as teaching material. This study conducted three analyzation to evaluate the quality of the question samples, including analyzing the relations between the question samples and contents in picture books, analyzing the relations among the question samples, the publication design, and their storyline by using Quality Talk Theory, and exploring the practical situations when applied the question types in Quality Talk Theory to the current teaching models.The data were collected from 25 themed picture books and their question samples in corresponded teaching manuals published by Kang Hsuan Educational Publishing Groups. The teaching models integrated picture books have characteristics of dialogic reading and the quality of the conversations between teachers and children during the teaching process is highly regarded. The author chose Quality Talk Theory which characterized by the interactions and conversations as this study’s researching tool to analyze the patterns of question types from the chosen picture books. The objective of this study is to enhance the quality of questioning consciousness and provide a guide to design the question samples for picture books using for educational purpose.