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題名：故事提示策略、工作記憶能力對幼兒故事理解能力的影響
書刊名：教育科學研究期刊
作者：簡馨瑩 引用關係／連啟舜 引用關係／張紹盈
作者(外文)：Chien, Hsin-ying／Lien, Chi-shun／Chang, Shao-ying
出版日期：2017
卷期：62:4
頁次：頁181-207
主題關鍵詞：工作記憶；序列分析；故事結構；理解；Comprehension；Sequential analysis；Story grammer；Working memory
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:28
  • 點閱點閱:198
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
期刊論文
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會議論文
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學位論文
1.陳淑如(1996)。重述故事對幼兒故事回憶和故事理解之影響研究(碩士論文)。國立師範大學。  延伸查詢new window
2.陳淑琦(1984)。故事呈現方式與故事結構對學前及學齡兒童回憶及理解之影響(碩士論文)。中國文化大學，台北。  延伸查詢new window
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4.Hayward, D.(2003)。What's in a question? Measuring narrative comprehension using a picture story in typically developing children aged 4-8(博士論文)。University of Alberta，Edmonton。  new window
圖書
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圖書論文
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