曾金金Chin-Chin Tseng周睿婷2019-08-282012-8-72019-08-282012http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698800127%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/86545本研究採取內容分析及行動研究法，旨在運用可預測圖畫書特殊的書寫形式及豐富多元的特質，結合提倡將語言視為有意義的整體教學之全語言教學觀，以及藉由師生共讀學習語言的分享閱讀概念，發展出適合兒童華語教學之教學方案。期能透過可預測圖畫書提供兒童表現與學習語言的機會，從而了解可預測圖畫書對兒童語言技能、學習興趣及學習成效的影響，進而對教師的教學省思與專業成長有所幫助。 本研究以C大學開設之暑期兒童華語課程為樣本，包含A、B兩梯次的六至十歲學生，共計二十六人。研究者以理論探討為基礎，輔以研究者擔任導師之教學紀錄與觀察，提出可預測圖畫書之教學流程，並以實際教學記錄呈現可預測圖畫書教學情形及學生反應。根據教學實施結果，研究者亦以自身觀察及理論探討提出改進教學之具體建議，並針對教案加以修正。 本研究主要發現如下： 一、 研究者參考國內外研究，提出選擇可預測圖畫書的標準，適合兒童的可預測圖畫書應考量兒童年齡、語言程度及生活經驗等，也應考量圖畫書本身的版面編排、詞彙難易度及可預測性。 二、 可預測圖畫書教學以學生為主體，透過教師與學生、學生與學生間的互動，學生於上課發言的頻率明顯提升、口語表達較流暢，課後也會將故事中的對話、角色應用於遊戲中，足見學生的口語表達能力及學習興趣都有所提升。教師根據學生特性設計的適性化教學活動亦符合學生的學習需求。 三、 可預測圖畫書教學為一固定教學流程，於固定教學流程中亦可針對每一教學步驟的進行時間及教學活動等，視學生語言程度及反應加以彈性變化。研究者並提出固定教學架構、提問架構範例等供未來進行可預測圖畫書教學及研究者參考。The purpose of this thesis is to develop practical and effective instructional design of predictable books by applying the concepts of Whole Language and Shared Reading. The researcher took 6 to 10 years old students, a total of 26 people, at Chinese summer camp in University C as the research object. According to their mind and language development, the researcher selected two predictable books as teaching material, and a sample teaching process was designed, including guidelines for predictable book teaching, lesson plans, power point slides, student work sheets, and rubrics for assessment. The sample teaching process but with different lesson plan was then used to teach two different classes, A and B, and revised according to the theories and observation of teacher. The results of this study are summarized as below: 1. This study purposes criteria of selecting predictable books for children learning Chinese. Ages, language proficiency, and life experiences of children should be considered, as well as print, illustrations, and predictability of predictable books. 2. Teaching by Predictable books is children-centered. Through the interaction of teacher and students and among students themselves, the students are more willing to talk, and can speak more fluently. And they also use the characters of predictable books to call each other after class. It is obviously that predictable books can enhance the oral communication skills and interests of learning. 3. The teaching process of predictable books can be both regular and flexible. It is a fixed framework with elastic content which could be changed by teachers. There are also a sample of teaching plan and questioning samples for future researchers referring to.兒童華語教學教學設計圖畫書教學可預測圖畫書predictable picture bookshinese as a second languagesecond language teachinging for children age 6 to 10instructional design