閱讀乃社會互動的歷程－以小班幼兒對圖畫書的反應為例

Reading as a Social Process-The Study of Young Children's Response to Book Reading in a Day-Care Setting

10.29688/MHJ.200802.0018

廖春美(Chun-Mei Liao)

幼兒 ； 圖畫書 ； 文學反應 ； 朗讀 ； young children ； picture book ； response to literature ； read-aloud

明新學報

34卷1期（2008 / 02 / 01）

281 - 296

繁體中文

這項研究的焦點係探討位於新竹地區一家幼稚園小班幼兒，在為期兩個月的期間裡自行閱讀圖畫書及聽老師朗讀之反應行為。此外，並針對圓圈時間裡，老師朗讀圖畫書的特質與幼兒互動之歷程；以及老師如何協助三歲幼兒「朗讀」個人從家中帶來、最喜愛的一本書。研究結果顯示，三歲幼兒展現豐富的讀者反應行為，以手指指著插圖、認識的文字，自言自語述說故事；重述故事時以插圖為主要線索。此外，對圖畫書的反應行為也與遊戲相互交織在一起。在圓圈時間裡，三歲幼兒擔綱朗讀圖畫書之角色時，在老師之協助下，儼然像個讀者／說故事者。在這項研究中，「對文學的反應」是指任何語言或行動，可以表達讀者或聽眾對一本書的思想或感受。對幼兒而言，反應可以是語言的、非語言的、藝術的、戲劇的，包括遊戲。

The focus of this study was on how young children at three years of age respond to books as they engaged in book reading events in a day care setting, located in Hsin-Chu area. The study also centered on how children respond to teachers' read-aloud and how teachers help children read-aloud to their peers during circle time. The results show that three-year old children demonstrate literary behaviors, such as pointing to the illustrations they like and the words they know. They also told the story to themselves, or using the illustrations as clues to recreate the story. Their response behaviors were also deeply integrated with play behaviors. In addition, they also demonstrated how they are influenced by the teachers to talk like a reader and act like a storyteller. In this study, response to literature is something said or done which reveals the reader's or listener's thoughts and feelings about a book. Children's responses may be verbal or nonverbal, artistic, and dramatic including play.

1. Bulter, D(1979).Cushla and Her Books.Boston:The Horn Book, Inc..
2. Chomsky, C. B.(1972).Stages in Language Development and Reading Exposure.Harvard Educational Review,42
3. Cochran-Smith, M.(1984).The Making of a Reader.Norwood, NJ:Ablex.
4. Cohen, D.(1968).The Effect of Literature on Vocabulary and Reading Achievement.Elementary English,45
5. Crago, M.,Crago, H.(1980).Prelude to Literacy.Carbondale and Edwardsville, IL:Southern Illinois University Press.
6. Doake, D.V.,A. Jaggar (Eds.),M. T. Smith-Burke (Eds.)(1985).Observing the Language Learner.Urbana, Illinois:National Council of Teachers of English.
7. Durkin, D.(1966).Children Who Read Early: Two Longitudinal Studies.New York:Teachers College, College Press, Columbia University.
8. Feitelson, D.,B .Kita,Z. Goldstein(1986).Effects" of Listening to Series Stories on First Graders' Comprehension and Use of Language.Research in the Teaching of English,20(4)
9. Goffman, E.(1974).Frame Analysis.New York:Harper and Row.
10. Hardy, B.,Margaret Meek (Eds.),Aidan Warlow (Eds.),Griselda Barton (Eds.)(1978).The Cool Web-The Pattern of Children's Reading.London:The Bodley Head.
11. Heath, S. B.(1982).What No Bedtime Story Means: Narrative Skills at Home and School.Language in Society,11(2),49-76.
12. Hepler, S.(1982).the Ohio State University.
13. Hepler, S.,Hickman, J.(2001).The Book Was Okay. I Love You-Social Aspects of Response to Literature.Theory Into Practice,XXI
14. Hickman, J.(1979).The Ohio State University.
15. Holdaway, D.(1979).The Foundations of Literacy.Sydney:Ashton Scholastic.
16. Holland, K. E.,Hungerford, R. A.,Ernst, S. B.(1993).Journeying-Children Responding to Literature.Portsmouth, NH:Heinemann.
17. Huck, C. S.,Hepler, S.,Hickman, J.(1987).Children's Literature in the Elementary School.New York:Holt, Rinehart and Winston, Inc..
18. Hudson, J. A.,K. Nelson (Ed.)(1986).Event Knowledge: Structure and Function in Development.Hillsdale, NJ:Erlbaum.
19. Hungerford, R. A.(1990).University of Massachusetts.
20. Kiefer, B. Z.(1982).Unpublished doctoral dissertation.Columbus, OH:The Ohio State University.
21. Liao, C. M.(1996).The University of Massachusetts.
22. Livo, N. J.,Rietz, S.A.(1986).Storytelling: Process and Practice.Littleton, Colo:Libraries Unlimited, Inc..
23. Massey, S.,Weeks, A. C.,Durin, A.(2005).Initial Findings from a Three-Year International Case Study Exploring Children's Responses to Literature in a Digital Library.Library Trends,54(2)
24. Nelson, K. (Ed.),Gruendel, J. M.(1986).Event Knowledge: Structure and Function in Development.Hillsdale, NJ:Erlbaum.
25. Norvell, G. W.(1958).What Boys and Girls Like to Read.Morristown, NJ:Sliver, Burdett.
26. Purves, A. C.,Beach, R.(1972).Literature and the Reader.Urbana, IL:National Council of Teachers of English.
27. Richardson, C. C.(1988).Read-Aloud Time: An Invitation to Dig for Deeper Meaning.Childhood Education,65(1),14-17.
28. Rogers, T.(1999).Literary Theory and Children's Literature: Interpreting Ourselves and Our World.Theory Into Practice,38
29. Rosenblatt, L.(1978).The Reader,, the Text, the Poem: The Transactional Theory of the Literary Work.Carbondale:Southern Illinois University Press.
30. Rosenblatt, L.(1938).Literature as Exploration.New York:Appleton Century.
31. Sims, R.,B. E. Cullinan (Eds.),C. W. Carmichael (Eds.)(1977).Literature and Young Children.Urbana, Il:National Council of Teachers of English.
32. Sipe, L. R.(1999).Children's Response to Literature: Author, Text, Reader, Context.Theory Into Practice,38
33. Sullivan, J.(1987).Read Aloud Sessions: Tackling Sensitive Issues Through Literature.Reading Teacher,40(9),874-878.
34. Teale, W. H.,Sulzby, E.,D. Wagner (ED.)(1987).The Future of Literacy in a Changing World.New York:Pergamon Press.
35. Wells, G.(1982).Story Reading and the Development of Symbolic Skills.Australian Journal of Reading,5(3),142-152.
36. Wells, G.(1985).Language, Learning and Education. Philadelphia: NFER-NELSON Reading.Journal of Child Language,10,259-263.
37. 李美華譯(2000)。神氣的火車。百年文化圖書公司。
38. 邱孟嫻譯(1997)。霸道的托托。上人文化事業股份有限公司。
39. 許雅芬(2001)。火車快飛繞家園。大地地理文化科技股份有限公司。

1. 陳儒晰(2014)。幼兒教師對數位媒體輔助幼兒閱讀動機、閱讀理解和溝通互動之思考。教育傳播與科技研究，109，39-56。
2. 劉思岑、陳錦昌、林素華、吳鈴筑(2010)。環保署小綠芽獎教案在國小生活環保之教學成效。環境教育研究，7(2)，75-110。