臺灣博碩士論文加值系統

本研究主要目的在探討幼兒圖畫故事指導活動對幼兒語言理解能力的影響，同時分析家庭背景的不同對幼兒語言理解能力的影響，從而探討故事教學對幼兒閱讀行為的影響。
本研究採實驗研究法，以高雄縣某國小附設幼稚園大班60名幼兒，男生30人，女生30人為研究對象，分為實驗組與控制組，實驗組由「教師介入」進行故事教學；控制組由幼兒「自行閱讀」幼稚園圖書室所收藏的故事書。各組每週兩次、每次30分鐘，共計為期十週的教學。
本研究以「自編語言理解測驗」及「修訂畢保德圖畫詞彙測驗」為主要研究工具，受試者在實驗教學前一週進行研究工具之前測，並於實驗教學結束後一週內進行後測，經由SPSS 8.0進行資料處理與統計分析。本研究獲致的主要結果如下：
一、家庭背景變項中，幼兒語言理解能力僅受母親教育程度的影響
幼兒的語言理解能力不因幼兒的性別不同、幼兒家中排序的不同、父親教育程度的不同以及家長職業的不同而有顯著差異存在；但卻因母親教育程度的不同而有顯著差異。因此，幼兒的語言理解能力似乎僅受母親教育程度的影響，母親的教育程度愈高，幼兒的語言理解能力愈好。
二、圖畫故事指導活動方式可能影響幼兒語言理解能力
幼兒組別的不同，在「自編語言理解測驗」後測的得分並未達到顯著差異；但卻在「修訂畢保德圖畫詞彙測驗」後測的得分達到顯著差異。因此，實驗組幼兒在教師介入指導閱讀後，僅在「修訂畢保德圖畫詞彙測驗」的分數，顯著優於自行閱讀之控制組幼兒。本研究顯示由教師引導的故事教學活動，可以提昇幼兒的語言學習興趣與能力；因此，圖畫故事指導活動方式，可能影響幼兒語言理解能力。
三、故事教學似乎不會增加幼兒的閱讀行為
實驗組幼兒在教師介入指導閱讀後，進入語文區閱讀學習的次數，並未多於自行閱讀之控制組幼兒；因此，故事教學似乎不會增加幼兒的閱讀行為。雖然幼兒閱讀的次數並未明顯增加，但從觀察幼兒閱讀的情形中發現，幼兒閱讀學習的品質明顯改善；增加幼兒的閱讀行為，有待後續研究由閱讀品質方向深入探討。
研究者針對上述研究結果加以討論，並提出建議，以供幼兒父母、幼稚園教師及未來研究者之參考。

The main purpose of the study is to investigate the effects of the picture-story- guided activities for children towards the language comprehension ability of children. Meanwhile, the study analyzes the effects of different family backgrounds towards the language comprehension ability of children, and furthermore investigates the effects of story teaching towards the reading act of children.
The study adopted experimental research approach. It took 60 children, including 30 boys and 30 girls studying at the third year of the kindergarten attached to a primary school of Kaohsiung County, as the targets. They were divided into experimental group and control group. Experimental group was “intervened by teachers” to carry out story teaching, whereas control group carried out “self-reading” of the story books collected by the story book room of the kindergarten. Each of the two groups had two story teaching classes every week, and each class lasted for 30 minutes. There was a total of ten weeks’ story teaching.
The study took "self-edited language comprehension test" and "Peabody picture vocabulary test-revised" as the main research tools. The testees received pre-tests of the research tools one week before experimental teaching, and received post-tests within one week after completion of exprimental teaching. Having carried out data processing and statistal analyses by SPSS 8.0, the study had got the following results:

1.Regarding the variable of family backgroud, the children's language comprehension ability is only affected by the mother's education level. The language comprehension ability of different children were not obviously different because of the different sex of children, different orders among their fathers, or different occupations of their parents. However, as the education levels of their mothers were different, there existed obvious differencs of the language comprehension abilities of different children. Therefore, the children's language comprehension ability is only affected by the mother's education level. The higher the mother's education level, the better the children's language comprehension ability.
2.Picture-story-guided activities may affect the language comprehension ability of children.
Although the children were grouped in two different groups, the two groups's results of the pre-test of "self-edited language comprehension test" had not reached the expected difference. But the two groups' results in the post-tests of "Peabody picture vocabulary test-revised" were obviously different. Therefore, after the teachers intervened in guided reading in the experimenttal group, the children only had got better results in "Peabody picture vocabulary test-revised" than the self-reading children of control group. The study shows that the teachers' story-guided teaching activities can promote the children's language learning interest an ability. Therefore, picture-story-guided activities can affect the children's language comprehension ability.
3.Story teaching does not increase the children's reading acts. After the teachers had intervened the guided reading for the children of experimental group, the number of times for the children to enter the language area for reading was was not more than those self-readin children of control group. Therefore, story teaching does not increase the children's reading acts. Although the number of children's reading acts had not been obviouly increased, however, having observed the reading situation of children, their reading and learning qualities had been obviouly improved. In the future the researcher can make studies on the aspect of children's reading quality.
Focusing on the above results of the study, the researcher makes discussion and gives some suggestions, whcih can be a reference for the children's parents, the kingdergartion teachers and the researchers of the future.