| 摘要: | 本研究旨在了解故事結構教學法提升發展遲緩幼兒看圖說話、表達故事結構元素、重述故事能力的變化，並探討研究者在故事結構教學過程中，對於教學策略與方法的檢討與省思；以個案研究法進行故事結構教學，質性資料包括：教學影片分析、教學省思、幼兒作品、訪談紀錄；量化資料包括：故事結構評分表與故事難易度評分表，運用進行三角檢測，回答研究問題。 主要研究發現如下：一、故事結構教學能有效提升發展遲緩幼兒看圖說話的能力，在進行「故事預測」教學使用提問進行引導討論策略下，誘發幼兒有效習得依據封面內容的提示自行建構語句，並提升主動描述繪本封面的能力。其句子描述能力的轉變由簡單語彙至簡短句，最後到達複雜句。二、故事結構教學能有效提升發展遲緩幼兒檢視故事結構元素的能力，使用故事結構元素「主角」、「情境」、「主要問題」、「故事經過」、「故事結局」等元素由初期的簡短攏統回答得8分，至末期詳細完整的回答得滿分14分。三、故事結構教學能有效提升發展遲緩幼兒重述故事的能力，其中以語用敘事問題到後期明顯減少，是幼兒重述能力進步最為明顯之部分。
This study aimed to enhance the understanding of story grammar instruction method helps children with developmental delay improve the abilities to look and talk about the illustration, express story structure elements, and repeat the story; furthermore, the study also expected to explore that, during the process of applying story grammar instruction method, researchers will be able to review and reflect their teaching strategies and methods. The research applied story grammar instruction method in a case study. The qualitative data include: analysis of instructional videos, teaching reflection, children’s work, and interview records; the quantitative data include: story structure evaluation sheets and story difficulty evaluation sheets. Triangulation is used to detect and answer research questions. The main findings are as follows:First, the story grammar instruction method can effectively enhance the ability to look and talk about the illustration of the storybook for young children with developmental delay. During the process of ＂story prediction＂, carrying out under the guidance of using strategic questions, children’s abilities to form vocabulary and sentences, as well as their abilities to discuss the cover page of the storybook are effectively induced. Their descriptive ability transforms from simple vocabulary to short sentences, and finally to complex sentences.Second, story grammar instruction method can effectively enhance the development of the ability to express story structure elements for young children with developmental delay. By using story structure elements, such as ＂lead＂, ＂situation＂, ＂the main problem＂, ＂the story after＂, and ＂the story ending＂, children are able to develop from giving short and vague answers, which give them 8 points, to detailed and complete answers, which give them a perfect score of 14 points at the end.Third, story grammar instruction method can effectively enhance the development of the ability to repeat the story for young children with developmental delay. The pragmatic narrative problems are significantly reduced at the end, which is the most obvious evidence that children’s ability for restatement has progressed. |
