教師手勢對幼兒故事詞彙理解影響之研究
作者:簡馨瑩(國立臺東大學幼兒教育學系)、連啟舜(國立中正大學師資培育中心)
卷期：59卷第2期
日期：2014年6月
頁碼：61-88
DOI：10.6209/JORIES.2014.59(2).03
摘要：
本研究分別以兩個研究解析不同年資教師於說故事時，手勢表徵的意義類別，以及手勢教學影片對幼兒在詞彙理解的影響。研究一以錄影分析的方法，探討8位新手教師與8位資深教師說故事時的手勢行為。結果發現，教師說故事時的手勢以描述故事內容、詞彙的語意提取性質居多；不同年資的教師於表徵故事內容的手勢次數並未有顯著差異的存在；於師生互動的手勢次數，則有顯著的差異存在。研究二分析不同年資教師的教學影片對幼兒詞彙理解的效果研究，以臺東3所公立幼兒園大班67位幼兒為對象進行實驗。結果顯示，資深教師的手勢教學影片對幼兒理解衍生性質的詞彙有顯著的效果。文中對未來相關研究及教師的教學手勢提出討論與建議。
關鍵詞：手勢、教學策略、詞彙理解、圖解、錄影分析
《詳全文》
參考文獻：
- 吳心楷、宋曜廷、簡馨瑩（2010）。錄影分析在教育研究應用。教育科學研究期刊，55（4），1-37。doi:10.3966/2073753X2010125504001【Wu, H.-K., Sung, Y.-T., & Chien, H.-Y. (2010). Conducting video analysis in educational research. Journal of Research in Education Sciences, 55(4), 1-37. doi:10.3966/2073753X2010125504001】
- 陳淑敏（2006）。如何引導幼兒閱讀故事書以增進幼兒的語言發展。屏東教育大學學報，24，41-60。【Chen, S.-M. (2006). How to promote young children’s language development through joint story book reading. Bulletin of Pingtung University of Education, 24, 41-60.】
- 陳惠如、張鑑如（2011）。指讀及文字討論之共讀方式對幼兒認字的影響。教育心理學報，43（2），377-396。【Chen, H.-J., & Chang, C.-J. (2011). Effects of print referencing in joint storybook reading on preschoolers’ word recognition. Bulletin of Educational Psychology, 43(2), 377-396.】
- 黃儒傑（2004）。國小初任教師教學成敗歸因及其教學表現之研究。國民教育研究學報，13，183-214。【Huang, J.-C. (2004). A study of novice elementary school teachers’ attributions of successful and failed teaching and their performances in teaching. Journal of Research on Elementary and Secondary Education, 13, 183-214.】
- 簡楚瑛（1996）。幼稚園教室常規相關因素之研究。科技部專題研究計畫成果報告（NSC85-2413- H-134-008）。臺北市：國立政治大學。【Chien, C.-Y. (1996). A study of the rules related factors in kindergarten classroom. Ministry of Science and Technology project report (NSC85-2413-H-134-008). Taipei, Taiwan: National Chengchi University.】
» 展開更多
- 吳心楷、宋曜廷、簡馨瑩（2010）。錄影分析在教育研究應用。教育科學研究期刊，55（4），1-37。doi:10.3966/2073753X2010125504001【Wu, H.-K., Sung, Y.-T., & Chien, H.-Y. (2010). Conducting video analysis in educational research. Journal of Research in Education Sciences, 55(4), 1-37. doi:10.3966/2073753X2010125504001】
- 陳淑敏（2006）。如何引導幼兒閱讀故事書以增進幼兒的語言發展。屏東教育大學學報，24，41-60。【Chen, S.-M. (2006). How to promote young children’s language development through joint story book reading. Bulletin of Pingtung University of Education, 24, 41-60.】
- 陳惠如、張鑑如（2011）。指讀及文字討論之共讀方式對幼兒認字的影響。教育心理學報，43（2），377-396。【Chen, H.-J., & Chang, C.-J. (2011). Effects of print referencing in joint storybook reading on preschoolers’ word recognition. Bulletin of Educational Psychology, 43(2), 377-396.】
- 黃儒傑（2004）。國小初任教師教學成敗歸因及其教學表現之研究。國民教育研究學報，13，183-214。【Huang, J.-C. (2004). A study of novice elementary school teachers’ attributions of successful and failed teaching and their performances in teaching. Journal of Research on Elementary and Secondary Education, 13, 183-214.】
- 簡楚瑛（1996）。幼稚園教室常規相關因素之研究。科技部專題研究計畫成果報告（NSC85-2413- H-134-008）。臺北市：國立政治大學。【Chien, C.-Y. (1996). A study of the rules related factors in kindergarten classroom. Ministry of Science and Technology project report (NSC85-2413-H-134-008). Taipei, Taiwan: National Chengchi University.】
- 賴馬（2003）。我變成一隻噴火龍。臺北市：國語日報社。【Lai, M. (2003). I’ve become a fire-breathing dragon. Taipei, Taiwan: Mandarin Daily News.】
- Betsy, E.（2001）。生氣湯（柯倩華，譯）。臺北市：上誼。（原著出版於1992年）【Betsy, E. (2001). Mean soup (C.-H. Ko, Trans.). Taipei, Taiwan: Hsin-Yi. (Original work published 1992)】
- Gagne, E. D., Yekovich, C. W., & Yekovich, F. R.（1998）。教學心理學－學習的認知基礎（岳修平，譯）。臺北市：遠流。（原著出版於1985年）【Gagne, E. D., Yekovich, C. W., & Yekovich, F. R. (1998). The cognitive psychology of school learning (H.-P. Yueh, Trans.). Taipei, Taiwan: Yuan-Liou. (Original work published 1985)】
- Oram, H.（2000）。生氣的亞瑟（柯倩華，譯）。臺北市：三之三文化。（原著出版於1982年）【Oram, H. (2000). Angry Arthur (C.-H. Ko, Trans.). Taipei, Taiwan: 3&3 International Education. (Original work published 1982)】
- 藤井美保子（1999）。コミュニケ－ションにおける身振りの役割－発話と身振りの発達的檢討。教育心理研究，47(1)，87-96。【Fujii, M. (1999). Effects of gestures in communication-Developmental investigation of speech and gesture. Japanese Journal of Educational Psychology, 47(1), 87-96.】
- Alibali, M. W., Heath, D. C., & Myers, H. J. (2001). Effects of visibility between speaker and listener on gesture production: Some gestures are meant to be seen. Journal of Memory and Language, 44(2), 169-188. doi:10.1006/jmla.2000.2752
- Alibali, M. W., Kita, S., & Young, A. J. (2000). Gesture and the process of speech production: We think, therefore we gesture. Language & Cognitive Processes, 15(6), 593-613. doi:10.1080/ 016909600750040571
- Bavelas, J. B., Chovil, N., Lawrie, D. A., & Wade, A. (1992). Interactive gestures. Discourse Processes, 15(4), 469-489. doi:10.1080/01638539209544823
- Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13. doi:10.3102/0013189X015007007
- Berch, D., Singleton, J. L., & Perry, M. (1995, March). Many hands make learning math easy. Paper presented at the annual meeting of the Society for Research in Child Development, Indianapolis, Indiana.
- Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teacher. American Educational Research Journal, 26(4), 473-498. doi:10.3102/00028312026004473
- Chui, K. (2008). Complementary gestures and information types. Languages and Linguistics, 9(1), 1-22.
- Chawla, P., & Krauss, R. M. (1994). Gesture and speech in spontaneous and rehearsed narratives. Journal of Experimental Social Psychology, 30(6), 580-601. doi:10.1006/jesp.1994.1027
- Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. London, UK: Routledge.
- Flevares, L. M., & Perry, M. (2001). How many do you see? The use of non-spoken representation in first-grade mathematics lessons. Journal of Educational Psychology, 93(2), 330-345. doi:10. 1037/0022-0663.93.2.330
- Glenberg, A. M., & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28(1), 1-26. doi:10.1080/01638539909545067
- Gerwing, J., & Bavelas, J. B. (2004). Linguistic influences on gesture’s form. Gesture, 4(2), 157-195. doi: 10.1075/gest.4.2.04ger
- Goldin-Meadow, S. (2003). Hearing gesture: How our hands help us think. Cambridge, MA: Harvard University Press.
- Goldin-Meadow, S., & Beilock, S. (2010). Action’s influence on thoughts: The case of gesture. Perspectives an Psychological Science, 5(6), 664-674. doi:10.1177/1745691610388764
- Goldin-Meadow, S., Kim, S., & Singer, M. (1999). What the teachers’ hands tell the students’ minds about math. Journal of Educational Psychology, 91(4), 720-730. doi:10.1037/0022-0663.91.4. 720
- Graham, J. A., & Argyle, M. (1975). A cross-cultural study of the communication of extra-verbal meaning by gestures. International Journal of Psychology, 10(1), 57-67. doi:10.1080/0020759 7508247319
- Hansen, C. C. (2004). Teacher talk: Promoting literacy development through response to story. Journal of Research in Childhood Education, 19(2), 115-129. doi:10.1080/02568540409595 059
- Hostetter, A. B., Bieda, K., Alibali, M. W., Nathan, M., & Knuth, E. J. (2006). Don’t just tell them, show them! Teachers can intentionally alter their instructional gestures. In R. Sun (Ed.), Proceedings of the 28th annual conference of the cognitive science society (pp. 1523-1528). Mahwah, NJ: Erlbaum.
- Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. doi:10.3102/0013189X033007014
- Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67-85. doi:10.1044/0161-1461(2008/07-0098)
- Kelly, S. D., & Church, R. B. (1998). A comparison between children’s and adults’ ability to detect conceptual information conveyed through representational gestures. Child Development, 69(1), 85-93. doi:10.1111/j.1467-8624.1998.tb06135.x
- Kelly, S. D., Manning, S. M., & Rodak, S. (2008). Gesture gives a hand to language and learning: Perspectives from cognitive neuroscience, developmental psychology and education. Language and Linguistics Compass, 2(4), 569-588. doi:10.1111/j.1749-818X.2008.00067.x
- Krauss, R. M. (1998). Why do we gesture when we speak? Current Directions in Psychological Science, 7(2), 54-60. doi:10.1111/1467-8721.ep13175642
- Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79-112. doi:10.1111/j.1467-9922.2004.00249.x
- Leinhardt, G., & Greeno, J. G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75-95. doi:10.1037/0022-0663.78.2.75
- Marley, S. C., Levin, J. R., & Glenberg, A. M. (2007). Improving native American children’s listening comprehension through concrete representations. Contemporary Educational Psychology, 32(3), 537-550. doi:10.1016/j.cedpsych.2007.03.003
- Mayberry, R. I., & Nicoladis, E. (2000). Gesture reflects language development: Evidence from bilingual children. Current Directions in Psychological Science, 9(6), 192-196. doi:10.1111/ 1467-8721.00092
- Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312-320. doi:10.1037/0022-0663.90.2.312
- McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago, IL: University of Chicago Press.
- McNeill, N. M., Alibali, M. W., & Evans, J. L. (2000). The role of gesture in children’s comprehension of spoken language: Now they need it, now they don’t. Journal of Nonverbal Behavior, 24(2), 131-150. doi:10.1023/A:1006657929803
- Pea, R., & Hoffert, E. (2007). Video workflow in the learning sciences: Prospects of emerging technologies for augmenting work practices. In R. Goldman, R. D. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 427-460). Mahwah, NJ: Erlbaum.
- Prosser, J. (1998). Image-based research. London, UK: Flamer Press.
- Riffe, D., Lacy, S., & Fico, F. G. (1998). Analyzing media messages: Using quantitative content analysis in research. Mahwah, NJ: Erlbaum.
- Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence & Education, 12(1), 8-22.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.3102/0013189X015002004
- Stevanoni, E., & Salmon, K. (2005). Giving memory a hand: Instructing children to gesture enhances their event recall. Journal of Nonverbal Behavior, 29(4), 217-233. doi:10.1007/ s10919-005-7721-y
- Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35(2), 87-100. doi:10.1207/S15326985EP3502_3
- Sueyoshi, A., & Hardison, D. M. (2005). The role of gestures and facial cues in second language listening comprehension. Language Learning, 55(4), 661-699. doi:10.1111/j.0023-8333.2005. 00320.x
- Tegano, D. W., Moran, J. D., Delong, A. J., Brickey, J., & Ramassini, K. K. (1996). Designing classroom spaces: Making the most of time. Journal of Early Childhood Education, 23(3), 135-141. doi:10.1007/BF02364747
- Tomasello, M. (2006). Acquiring linguistic constructions. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (pp. 225-298). New York, NY: Wiley. doi:10.1002/9780470 147658.chpsy0206
- Valenzeno, L., Alibali, M. W., & Klatzky, R. (2003). Teachers’ gestures facilitate students’ learning: A lesson in symmetry. Contemporary Educational Psychology, 28, 187-204. doi:10.1016/ S0361-476X(02)00007-3
- Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305. doi:10.1177/002248719104200407
Journal directory listing - Volume 59 (2014) - Journal of Research in Education Sciences【59(2)】June
Effect of the Gestures of Teachers during Storytelling on the Vocabulary Understanding of Kindergarteners
Author: Hsin-Ying Chien(Department of Early Childhood Educaion, National Taitung University), Chi-Shun Lien(Center for Teacher Education, National Chung Cheng University)
Vol.&No.：Vol. 59, No. 2
Date：June 2014
Pages：61-88
DOI：10.6209/JORIES.2014.59(2).03
Abstract：
This study examined the types and levels of gestures that teachers with different levels of experience used during storytelling, and investigated how these gestures affected the vocabulary understanding of children. In Study 1, the gestures of eight junior and eight senior teachers during storytelling were recorded and evaluated using the method of video analysis. The results showed that the gestures of teachers carried descriptive or semantic information related to the story. No frequency differences on gesture use were observed between junior and senior teachers to represent the story content. However, substantial differences between junior and senior teachers were observed regarding teacher-student interaction. The purpose of Study 2 was to determine whether children who watched different video clips, recorded by teachers with different levels of experience, exhibited different levels of vocabulary understanding. Sixty-seven kindergarteners in Taitung, Taiwan participated in the experiment. The results indicated that children who watched the video clip that was recorded by the senior teachers outperformed those who watched the video clip that was recorded by the junior teachers. This paper discusses implications for future research and education.
Keywords：gesture, instructive strategy, vocabulary comprehension, iconic, video analysis