故事提示策略、工作記憶能力對幼兒故事理解能力的影響

Abstract

本研究旨在探討教師提示故事主角的目標與意圖對幼兒在故事理解能力的影響，並進一步分析不同工作記憶能力的幼兒在故事理解能力的表現。另外，應用序列分析法分析幼兒聽完故事後排列故事圖卡的順序情形。研究對象為臺北市公立幼兒園四歲七個月至六歲兩個月幼兒。研究方法採取以2（故事提示有無）×3（高、中、低工作記憶能力）之實驗設計，以多變量共變數分析及序列分析進行資料的分析。實驗組為幼兒接受故事提示的故事朗讀教學，控制組為未接受故事提示的一般朗讀。研究發現：以提示故事主角的目標與意圖方式作為教學策略，有助於幼兒對故事內容的記憶與理解；不同工作記憶能力幼兒在故事理解能力與故事圖卡排序的表現亦有顯著差異。最後，根據研究結果進行討論並對現場教學與未來研究提出建議。

This study explored the effects of a teacher’s prompt and children’s working memory capacity on story comprehension. A sequential analysis technique was used to explore how accurately children remembered the sequence of events after listening to a story. Participants aged from 4 years and 7 months to 6 years and 2 months were recruited from municipal preschools. A 2 by 3 factorial design with prompt (with/without) and working memory capacity (high/medium/low) as two independent variables was used. A multivariate analysis of covariance and sequential analysis were conducted for data analysis. The experimental group received storytelling with prompts regarding a protagonist’s goal, and the control group received storytelling without any prompt. The results revealed that children who received prompts about the protagonist’s goals and intention from the teacher exhibited improved story comprehension and improved accuracy in story picture sorting. In addition, a significant difference was observed among the working memory groups. The findings were discussed for educational implications, and future research goals were identified.