社區課後托育英語故事教學之探討

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Title:	社區課後托育英語故事教學之探討
Other Titles:	A Study of Using Storytelling to Teach English
Authors:	林素蓮 Lin, Su-lien
Contributors:	非營利事業管理研究所呂朝賢 Chao-Hsien Leu
Keywords:	英語故事教學;課後托育 after-school programs;English story teaching
Date:	2003
Issue Date:	2015-06-02 09:53:53 (UTC+8)
Abstract:	使用故事於英語教學，一直是語言學習上的實用利器，並非現今才有，然近年來才受到英語教師的重視。故事中所呈現的語言是最自然的流露，語言的發展是自然而全面，真實的語言表達方式，提升兒童在聽覺理解、閱讀理解及說、寫等方面的能力。兒童故事應用於英語教學上的價值，除了孩童透過聲音與圖畫的連結，理解英文故事書的內容，容易建立孩子學習英文的信心，也能增進他們學習的熱情；而且可讓故事中的情境、經驗，進入兒童的生活及內心世界，學習到多元的文化，亦可以促進兒童在英語學習上的完整。　　本研究嚐試在一個「社區課後托育」的課程中，運用以兒童故事為主要內容來設計英語教學活動。探究在英語故事教學過程中，面臨的困難與限制，並研擬可採行的因應措施與教學策略。　　研究者採用行動研究的模式，運用文件蒐集、觀察、訪談、錄音、及教學札記、問卷、學習單及學生作品等方法來蒐集、整理、並分析資料。經過檢核、整理與分析之後，得到如下結論： 1. 多樣化的教學方式可以提升孩童的學習興趣：小朋友對於教師所設計的各種類型活動，從聽老師說故事、玩遊戲、唱歌、唸韻文、角色扮演、製作小書、看圖片、影片、聽錄音帶、到和別人對話等活動，都有高度的接受力並且喜愛。2. 良好的同儕互動有助於學習：同伴間的支持、合作與鼓勵，可以減少他們對陌生的語言所產生的焦慮，並可在與同伴的互動中，發展自己的長處，來增強他們不足的信心。3. 評量應重視孩童個人的學習表現：每個兒童個人的特質都不一樣，在語言的學習上就呈現不同的能力，教師必須以更開放的態度，針對兒童這四種能力作多樣性的評量活動。4. 英語故事教學提供完整的學習：故事對於聽、說、讀、寫四種技能提供豐富的展現空間，同步發展說話、聽力、閱讀及書寫的能力，提高孩子對語言結構的知覺，使語言的學習更完整。5. 學生學習的歷程重於結果：教學歷程中學生學習態度的增強，對故事的喜愛，同儕的合作學習關係良好，都足以說明故事教學的過程重於結果。　　最後，依據研究發現，提供一些教學上以及對後續研究的建議。　　Storytelling is currently an underused but valuable tool for teaching and studentlearning. Story engages children in meaningful, developmentally appropriateexperiences that include reading, writing, speaking, listening. Educators need to incorporate a diversity of experiences and to offer more expert teaching andinteraction when teaching young children. Storytelling, as an extension ofchildren’s literature, is an excellent means by which children representing allwalks of life and all types of abilities achieve unity of ideas and establish harmony,both within and among themselves. Storytelling plays a key role in facilitating the goal of maximizing students’ full learning potential. 　　　　The researcher attempts to find out the problems and issues which confront her inher teaching work, when using storytelling to teach English as an after-school program.The exploration of classroom issues and problems may deepen the researcher’sunderstanding of her own classroom and to be fed back into the classroom. 　　Journals, diaries ,interviews, classroom observation, questionnaires andchecklists are used as tools for gathering information. The conclusion is as below: 1 Educators need to take a diversity of teaching skills to facilitate children’sinterest in English learning.2 Good classroom interaction makes children progress.3 Evaluation should be focused on individual performance.4 Using storytelling to teach English provides the whole learning.5 The process in pupils’ learning plays the most important role. 　　Based on the findings, the researcher provides some instructional and researchsuggestions.
Appears in Collections:	[Department of Business Administration, Master/Ph.D Program in Management Sciences] Disserations and Theses(M. A. Program in Nonprofit Organization Management)

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