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題名:中文與美語班級幼兒想像遊戲之研究
書刊名:臺中教育大學學報. 教育類
作者:陳美君謝瑩慧 引用關係
作者(外文):Chen, Mei-chunHsieh, Yinghui
出版日期:2011
卷期:25:1
頁次:頁57-82
主題關鍵詞:幼兒教育美語教學想像遊戲Early childhood educationEnglish teachingImaginative play
原始連結:連回原系統網址new window
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本研究主要探討幼兒在不同的課程情境脈絡中,是否會因爲不同的語言和教室的情境規劃,而影響幼兒想像遊戲的內涵。本研究採用質性研究法,以攝影、錄音和訪談的方式蒐集資料,探究臺中市一幼稚園內中文班級與美語班級的幼兒想像遊戲。本研究的重要發現如下:一、遊戲與課程之關係1.兩個班級遊戲主題主要來自於生活經驗,而與課程主題較無直接相關。教師在教學中的引導有助於幼兒透過遊戲統整經驗和知識,並使遊戲呈現更精緻的對話內容。2.兩個班級遊戲主題的差異主要受到玩物種類的影響。3.學習區的空間和規劃、教具和玩物的種類、學習區的選擇方式均會影響幼兒的遊戲行爲和遊戲內容。二、語言溝通1.兩個班級的幼兒在使用低真實性玩物,或在戶外空間遊戲時,均需要使用更多語言及動作輔助說明實物轉換後的意義或想像的情境。2.美語班的幼兒較常各自獨立扮演,而無法和玩伴的角色產生互動;中文班的幼兒較能持續長時間的遊戲情節,並發展出完整的遊戲內容。3.兩個班級的幼兒對角色的分配持不同意見時,會思考策略或制定規則,若仍未能取得共識則傾向退出遊戲,並加入新的團體。
This study investigated whether the content of children's imaginative play was affected by the curriculum context. The qualitative research method was employed. One Chinese class and one English class in the same kindergarten were selected for this research. The major findings were as follows.Ⅰ. Relationship between play and curriculum1. In both classes, the themes of children's imaginative play centered mainly on life experiences and were not related to the curriculum. Teachers' guidance can facilitate children in integrating their experiences and knowledge through imaginative play and using more sophisticated dialogues in the play.2. Type of play props available was main determinant for play themes in these two classes.3. The space and arrangement of the learning area, type of teaching materials and teaching aids, and choice of learning areas influence children's play behavior and content.Ⅱ. Communication1. Children in both classes needed more dialogues and actions to interpret the meaning of transformed objects and imagined situations when using play props of low reality or playing outdoors.2. Children in the English class often acted out their roles individually and seldom interacted with others; while children in the Chinese class could stick better to the plot of their play to develop a more complete play.In face of any disagreement on role assignment, children in both classes would figure out coping strategies or develop rules. If disagreement persists, most of them would choose to quit the play and join another group.
期刊論文
1.陳淑琦(19910600)。學習區域與幼兒遊戲行為之研究。華岡理科學報,8,131-150。  延伸查詢new window
2.龔如菲、陳姣伶、王翠鳳、趙詩瑄(20001100)。學前機構實施美語教學之現況探討--以大臺北地區(臺北縣、市)立案之學前托育機構為研究對象。德育學報,16,215-223。  延伸查詢new window
3.張湘君、張鑑如、林葉真(20020600)。我國幼稚園實施英語教學之現況與問題調查研究。國民教育,42(5),37-42。  延伸查詢new window
4.蘇建文(1988)。幼兒遊戲的發展。學前教育月刊,11,18-19。  延伸查詢new window
5.Riojas-Cortez, M.(2000)。Mexican American preschoolers create stories Sociodramatic play in a dual language classroom。Bilingual Research Journal,4,2005。  new window
學位論文
1.鄭淑貞(2006)。幼兒於戲劇遊戲中之協商內容與策略(碩士論文)。國立臺南大學。  延伸查詢new window
2.田育芬(1987)。幼稚園活動室的空間安排與幼兒社會互動關係之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.李昭玲(1986)。學前兒童利社會行為的觀察研究--一個幼稚園大班的觀察。國立臺灣師範大學。  延伸查詢new window
4.沈文婷(1997)。幼兒扮演遊戲之研究。國立臺灣師範大學。  延伸查詢new window
5.林芳菁(1993)。玩物對大班幼兒社會遊戲與社會互動行為影響之研究。國立臺灣師範大學。  延伸查詢new window
圖書
1.廖信達(2004)。幼兒遊戲。台北:群英。  延伸查詢new window
2.Johnson, James E.、Christie, James F.、Yawkey, Thomas D.(1987)。Play and early childhood development。New York:Harper, Collins Publishers。  new window
3.蔡淑苓(2004)。遊戲理論與應用--以幼兒遊戲與幼兒教師教學為例。臺北市:五南圖書公司。  延伸查詢new window
4.Smilansky, S.(1968)。The effects of socio-dramatic play on disadvantaged preschool children。New York, NY:John Wiley & Sons。  new window
5.Johnson, James E.、Christie, J. F.、Yawkey, T. D.、郭靜晃(1993)。兒童遊戲:遊戲發展的理論與實務。台北:揚智。  延伸查詢new window
6.陳淑敏(2005)。幼兒遊戲。台北:心理。  延伸查詢new window
7.Johnson, James E.、Christie, James F.、Yawkey, Thomas D.、吳幸玲、郭靜晃(2003)。兒童遊戲:遊戲發展的理論與實務。揚智文化事業股份有限公司。  延伸查詢new window
8.教育部國民教育司(1987)。幼稚園課程標準。正中書局。  延伸查詢new window
9.Frost, J. L.(1992)。Play and playscapes。NY:Delmar。  new window
10.黃瑞琴(1992)。幼稚園的遊戲課程。台北:心理出版社。  延伸查詢new window
11.金瑞芝;林妙徽;林聖曦、Rogers, Cosby S.、Sawyers, Janet K.(2000)。幼兒遊戲。臺北。  延伸查詢new window
12.Garvey,C.(1977)。Play。Cambridge, MA。  new window
13.Van Hoorn, J.、Nourot, P.、Scales, B.、Alward, K.(1993)。Play at the center of the curriculum。Merrill/Macmillan。  new window
14.楊淑朱、Frost, Joe L.、Wortham, Sue C.、Reifel, Stuart(2005)。從各種角度來探討幼兒遊戲理論。幼兒遊戲與發展理論。臺北。  延伸查詢new window
15.楊曉苓、Frost, Joe L.、Wortham, Sue C.、Reifel, Stuart(2005)。幼兒期遊戲。幼兒遊戲與發展理論。  延伸查詢new window
16.Bretherton, Inge(1984)。Representing the Social World in Symbolic Play: Reality and Fantasy。Symbolic play: The development of social understanding。  new window
17.Kavanaugh, R. D.、Engel, S.(1998)。The development of pretense and narrative in early childhood。Multiple Perspectives on Play in Early Childhood Education。New York:State University of New York Press。  new window
18.Lin, S. H.、Reifel, S.(1999)。Context and meanings in Taiwanese kindergarten play。Play and Culture Studies: Vol. 2. Play contexts and revisited。Stamford。  new window
19.Nelson, K、Seidman, S.(1984)。Playing with Scripts。Symbolic play: The development of social understanding。London。  new window
20.Pellegrini, A. D.(1984)。The effects of classroom ecology on preschoolers’functional uses of language。The Development of Oral and Written Language in Social Contexts。Norwood, NJ。  new window
21.Pellegrini, A. D.、Boyd, B.(1993)。The role of play in early childhoods development and education: Issues in definition and function。Handbook of research on the education of young children。New York。  new window
其他
1.林照真(2002)。對不起,我錯了,http://www.hcsh.tp.edu.tw/~art17/t1017.htm$d20060602。  new window
2.吳敏蘭(2002)。全美語幼稚園的省思(二) 20060525。  延伸查詢new window
3.Stone, S. J.(1995)。Integrating Play into the Curriculum 20051215。  new window
圖書論文
1.Giffin, H.(1984)。The coordination of meaning in the creation of a shared make-believe reality。Symbolic play: the development of social understanding。Academic Press。  new window
2.Rubin, K. H.、Fein, G. G.、Vanderberg, B.(1983)。Play。Handbook of child psychology。John Wiley & Sons。  new window
3.Vygotsky, L. S.(1978)。The role of play in development。Mind in society。Cambridge, MA:Harvard University Press。  new window
 
 
 
 
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