讓故事更生動！探討引導學齡前幼兒創作數位故事之策略

Children Make Digital Stories! Examining Kindergarten Teachers' Guiding Strategies

10.6475/JECE.201007.0165

邱淑惠(Shu-Hui Chiu)；黃惠雯(Hui-Wen Huang)

幼稚園 ； 教師引導 ； 說故事 ； 資訊融入 ； 對話式閱讀 ； dialogical reading ； early childhood education ； storytelling ； technology integration

幼兒教育年刊

21期（2010 / 07 / 01）

165 - 194

繁體中文

資訊科技應該如何融入幼兒教育以培養重要的核心能力？本文的幼教老師在教室中增設電腦角作為說故事角，讓幼兒應用說故事軟體創作數位故事。本文探討教師如何（一）以任務與圖片引領幼兒創作故事；（二）藉由師生互動引導幼兒建構故事；（三）藉由個別、小組與團體討論給予幼兒作品回饋。文中描述教師如何配合教學目標給予幼兒階段性任務與數位素材，並依幼兒特質給予引導。研究發現教師應用對話式閱讀策略引導幼兒創作故事時，較少採用填空性質的問題，取而代之的是提供幼兒選項的發問策略。針對全班共通的創作問題，教師則以強烈對比的故事範本進行有效率的團體引導。教師也善用活動轉銜空檔於電腦角即時分享幼兒創作的故事。

Technology should be integrated into teaching in ways that promote meaningful learning. Storytelling has been shown to support the development of young children's communication skills that are essentials for adapting to their social world. In this study, kindergarten teachers integrated technology into teaching to encourage storytelling. Specifically, children told stories through selecting digital photos and recording audio expressions in a story creation interest center. The digital photos teachers provided were taken from stories teachers told, from children's art work, or from field trips experience. Thus, teaching activities in various interest centers were connected through storytelling activities. This article describes how teachers scaffold children's storytelling activities through providing (a) selected photos for children to create stories, (b) task descriptions as goals to lead children's work, (c) guiding questions which stimulating children to reflect on their stories, and (d) feedbacks to promote better learning in the future.

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