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題名：對話式閱讀技巧應用於幼兒情緒繪本共讀之初探
書刊名：課程與教學
作者：翟敏如 引用關係
作者(外文)：Tsai, Min-ju
出版日期：2013
卷期：16:4
頁次：頁209-237
主題關鍵詞：對話式閱讀技巧；情緒繪本討論；情緒繪本；Dialogic reading；Book discussions about emotionally-sensitive topics；Books on emotionally-sensitive topics
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 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:4
  • 共同引用共同引用:16
  • 點閱點閱:193
本研究旨為探究對話式閱讀技巧於幼兒情緒繪本共讀之應用及師生共讀情緒繪本之討論表現，研究對象為一位幼教師與29位大班幼兒，研究工具為16本幼兒情緒繪本，本研究蒐集之資料包括師生共讀情緒繪本語料、小組閱讀活動檢討及幼教師閱讀活動省思，研究結果發現，幼教師接受對話式閱讀技巧訓練後，（一）運用開放性問題引導幼兒討論情緒議題的比例高於封閉性問題；（二）較常使用「回憶」與「聯想」的閱讀技巧；（三）師生情緒主題討論內容更為多元；（四）幼教師接受對話式閱讀技巧應用於幼兒情緒學習領域訓練是必要的。依據研究結果，提出幼兒情緒繪本共讀內容及閱讀技巧建議。
This study examined the application of dialogic reading strategy by using children's books regarding emotionally-sensitive topics and explored the teacher-student book discussions. The participants of the study included one teacher and her 29 five- to six-year-old students. Sixteen children's picture books that were related to eight emotionally-sensitive topics were used as the reading materials. This study collected oral data, group reviews, and the teacher's feedback. The results indicated that the frequency of open questions used by the teacher was higher than that of closed questions. In addition, the reading skills of recall and distance were used more frequently than those of prompt and repeat. Third, compared to the first time shared reading, teacher-student book discussions on emotionally-sensitive topics seemed more diverse, in terms of content. Finally, the training on children's skills of reading books about emotionally-sensitive topics appeared to be essential. Suggestions were also made for future research and educators.
期刊論文
1.Bretherton, I.、Fritz, J.、Zahn-Waxler, C.、Ridgeway, D.(1986)。Learning to talk about emotions。Child Development，57(3)，529-548。  new window
2.Wasik, B. A.、Bond, M. A.(2001)。Beyond the pages of a book: Interactive book reading and language development in preschool classrooms。Journal of Educational Psychology，93(2)，243-250。  new window
3.Alessandri, S. M.(199206)。Attention, play, and social behavior in ADHD preschoolers。Journal of Abnormal Child Psychology，20(3)，289-302。  new window
4.Briesch, A. M.、Chafouleas, S. M.、Jebel, T. J.(2008)。Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver integrity。Psychology in the Schools，45，978-993。  new window
5.Doyle, B. G.、Bramwell, W.(2006)。Promoting emergent literacy and social-emotional learning through dialogic reading。The Reading Teacher，59(6)，554-564。  new window
6.Lever, R.、Senechal, M.(2011)。Discussing stories: On how a dialogic reading intervention improves kindergartners' oral narrative construction。Journal of Experimental Child Psychology，108(1)，1-24。  new window
7.Massey, S. L.(2004)。Teacher-child conversation in the preschool classroom。Early Childhood Education Journal，37(4)，227-231。  new window
8.Morgan, P. L.、Meier, C. R.(2008)。Dialogic reading’s potential to improve children’s emergent literacy skills and behavior。Preventing School Failure，52，11-15。  new window
9.Raver, C. C.、Jones, S. M.、Li-Grining, C. P.、Metzger, M.、Champion, K. M.、Sardin, L.(2008)。Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings。Early Childhood Research Quarterly，23(1)，10-26。  new window
10.Wasik, B. A.、Bond, M.、Hindman, A.(2006)。The effects of a language and literacy intervention on Head Start children and teachers。Journal of Educational Psychology，98，63-74。  new window
11.Zevenbergen, A. A.、Whitehurst, G. J.、Zevenbergen, J. A.(2003)。Effects of a shared-reading intervention on the inclusion of evaluative devices in narratives of children from low-income families。Journal of Applied Developmental Psychology，24(1)，1-15。  new window
12.林月仙、吳裕益、蘇純瑩(20050900)。對話式閱讀對學前身心障礙兒童詞彙能力之影響。特殊教育研究學刊，29，49-71。new window  延伸查詢new window
13.Valdez-Menchaca, M. C.、Whitehurst, G. J.(1992)。Accelerating language development through picture book reading: A systematic extension to Mexican day care。Developmental Psychology，28(6)，1106-1114。  new window
14.Hargrave, A. C.、Sénéchal, M.(2000)。A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading。Early Childhood Research Quarterly，15(1)，75-90。  new window
15.Whitehurst, Grover J.、Arnold, David S.、Epstein, Jeffery N.、Angell, Andrea L.、Smith, Meagan、Fischel, Janet E.(1994)。A picture book reading intervention in day care and home for children from low-income families。Developmental Psychology，30(5)，679-689。  new window
16.Chow, B. W. Y.、McBride-Chang, C.、Cheung, H.、Chow, C. S. L.(2008)。Dialogic Reading and Morphology Training in Chinese Children: Effects on Language and Literacy。Developmental Psychology，44(1)，233-244。  new window
17.Whitehurst, G. J.、Falco, F. L.、Lonigan, C. J.、Fischel, J. E.、DeBaryshe, B. D.、Valdez-Menchaca, M. C.、Caulfield, M.(1988)。Accelerating language development through picture book reading。Developmental Psychology，24(4)，552-559。  new window
18.Domitrovich, C. E.、Cortes, R. C.、Greenberg, M. T.(2007)。Improving Young children's social and emotional competence: A randomized trail of the Preschool PATHS curriculum。The Journal of Primary Prevention，28，67-91。  new window
研究報告
1.呂素幸(2002)。運用故事於幼稚園情感教學之教學合作歷程研究 (計畫編號：NSC90-2413-H-143-007)。  延伸查詢new window
2.林妙徽(2004)。圖畫書於學前階段科學教育的應用研究 (計畫編號：NSC91-2511-S-024-002)。  延伸查詢new window
3.張麗芬(2008)。結合圖畫書與數學以提升幼兒的數學能力與學習態度之研究 (計畫編號：NSC96-2413-H-024-009)。  延伸查詢new window
4.鄭瑞菁(2009)。幼兒對後設圖畫書的回應行為之探究 (計畫編號：NSC97-2410-H-153-009)。  延伸查詢new window
學位論文
1.王依琦(2010)。幼兒圖畫書情緒調節之內容分析(碩士論文)。國立臺東大學。  延伸查詢new window
2.楊彩雲(2009)。運用繪本教學提升幼兒情緒能力之研究(碩士論文)。國立新竹教育大學。  延伸查詢new window
3.蔡雅文(2010)。幼兒圖畫書情緒表達之內容分析(碩士論文)。國立臺東大學。  延伸查詢new window
4.林宣妤(2006)。運用創造性戲劇於幼稚園情緒教育之行動研究(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.Dowling, M.(2009)。Young children's personal social and emotional development。Thousand Oaks, CA：Sage。  new window
2.Henniger, M. L.(2009)。Teaching young children: An introduction。Upper Saddle River, NJ：Merrill：Pearson。  new window
3.Koplow, L.(2007)。Therapeutic technique: The tools of preschool that heal。Unsmiling faces: How preschools can heal。New York, NY：Teachers College Press。  new window
4.Kuebli, J.、Kusto, A. R.(2009)。Young children's understanding of emotions。Informing our practice: Useful research on young children’s development。Washington, DC：National Association for the Education of Young Children。  new window
5.Machado, J. M.(2003)。Early childhood experiences in language arts: Emerging literacy。Clifton Park, NY：Thomson。  new window
6.Elias, M.、Zins, J.、Weisberg, R.、Frey, K.、Greenberg, M.、Haynes, N.、Schwab-Stone, M.(1997)。Promoting social and emotional learning: Guidelines for educators。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
7.黃瑞琴(1991)。質的教育研究方法。臺北巿：五南。  延伸查詢new window
其他
1.Bryant, D.(2010)。Linking literacy and language with social and emotional learning，http://www.cfchildren.org/programs/hot-topics/sel/ litsel/。  new window
2.Committee for Children(2010)。Woven word: Early literacy for life，http://www.cfchildren.org/programs/ww/overview/。  new window
3.Whitehurst, G. J.(1992)。Dialogic reading: An effective way to read to preschoolers，http://bpsassets.weebly.com/uploads/9/9/3/2/9932784/dialogic_reading_an_effective_way_to_read_to_preschoolers__reading_rockets.pdf。  new window
圖書論文
1.Zevenbergen, A. A.、Whitehurst, G. J.(2003)。Dialogic reading: A shared picture book reading intervention for preschoolers。On reading books to children: Parents and teachers。Mahwah, NJ：Lawrence Erlbaum。  new window
 
 
 
 
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