繪本教學在師資培育上的應用
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Date
2004-03-??
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國立台灣師範大學教育學系
Department od Education, NTNU
Department od Education, NTNU
Abstract
本研究是藉由教學行動研究，探究繪本在「班級經營」的應用，研究參與者是90位修課的大學生。以質性研究的資料分析方法，分析學生的學習歷程檔案、期末自我評量、期末考和期末問卷調查。研究發現如下：(一)大學生喜歡閱讀繪本，且從繪本獲得心靈的成長；(二)大學生相信繪本可以幫助他們更瞭解青少年的想法與感受；(三)繪本「寓教於樂」的特質，使大學生能夠發自內心的接受書中所蘊藏的道理與觀念；(四)透過繪本閱讀，大學生肯定繪本的教育價值；(五)繪本教學的核心是，在自由民主的學習氣氛中，以開放性問題引導學生思考，建構多元觀點，透過創意的學習活動，增進繪本閱讀的樂趣與教育價值；(六)「教學實踐」勝於「理論教導」，繪本閱讀的推廣，師資培育者當以身作則，於課程中靈活運用繪本進行教學活動。
This study explores the use of picture books to teach prospective teachers the necessary classroom management skills. In Taiwan's National Changhua University of Education, 90 students who were enrolled in a classroom management course participated in this qualitative action research. The data collected include students' portfolios, self-evaluations, final examinations and questionnaires. The researcher has found that: (1) education students like to read picture books and feel they can gain greater spiritual maturity from them; (2) students believe that picture books may help them to better understand adolescents' perspectives and feelings; (3) teaching with picture books is very effective as a form of“teaching without preaching,” so that students accept what they read from the bottom of their heart; (4) students affirm the educational value of pictures; (5) this teaching strategy guides students to be more open in their thinking and questioning, to construct multiple perspectives in a free and democratic climate, to gain pleasure as well as educational value from reading picture books; (6) practical learning is more effective than theoretical explanation.
This study explores the use of picture books to teach prospective teachers the necessary classroom management skills. In Taiwan's National Changhua University of Education, 90 students who were enrolled in a classroom management course participated in this qualitative action research. The data collected include students' portfolios, self-evaluations, final examinations and questionnaires. The researcher has found that: (1) education students like to read picture books and feel they can gain greater spiritual maturity from them; (2) students believe that picture books may help them to better understand adolescents' perspectives and feelings; (3) teaching with picture books is very effective as a form of“teaching without preaching,” so that students accept what they read from the bottom of their heart; (4) students affirm the educational value of pictures; (5) this teaching strategy guides students to be more open in their thinking and questioning, to construct multiple perspectives in a free and democratic climate, to gain pleasure as well as educational value from reading picture books; (6) practical learning is more effective than theoretical explanation.