期刊目錄列表 - 62卷(2017) - 【教育科學研究期刊】62(4)十二月刊

故事提示策略、工作記憶能力對幼兒故事理解能力的影響 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)、張紹盈(國立臺北教育大學教育經營與管理學系)

卷期:62卷第4期
日期:2017年12月
頁碼:181-207
DOI:10.6209/JORIES.2017.62(4).07

摘要:
本研究旨在探討教師提示故事主角的目標與意圖對幼兒在故事理解能力的影響,並進一步分析不同工作記憶能力的幼兒在故事理解能力的表現。另外,應用序列分析法分析幼兒聽完故事後排列故事圖卡的順序情形。研究對象為臺北市公立幼兒園四歲七個月至六歲兩個月幼兒。研究方法採取以2(故事提示有無)×3(高、中、低工作記憶能力)之實驗設計,以多變量共變數分析及序列分析進行資料的分析。實驗組為幼兒接受故事提示的故事朗讀教學,控制組為未接受故事提示的一般朗讀。研究發現:以提示故事主角的目標與意圖方式作為教學策略,有助於幼兒對故事內容的記憶與理解;不同工作記憶能力幼兒在故事理解能力與故事圖卡排序的表現亦有顯著差異。最後,根據研究結果進行討論並對現場教學與未來研究提出建議。

關鍵詞:工作記憶、序列分析、故事結構、理解

《詳全文》 檔名

參考文獻:
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中文APA引文格式

簡馨瑩、連啟舜、張紹盈(2017)。故事提示策略、工作記憶能力對幼兒故事理解能力的影響。教育科學研究期刊,62(4),181-207。doi:10.6209/JORIES.2017.62(4).07
 

APA FormatChien, H. -Y., Lien, C. -S. & Chang, S. -Y. (2017). Effects of story prompting and working memory ability on young children’s story comprehension. Journal of Research in  Education Sciences, 62(4), 181-207. doi:10.6209/JORIES.2017.62(4).07
 

Journal directory listing - Volume 62(2017) - Journal of Research in Education Sciences【62(4)】December

Effects of Story Prompting and Working Memory Ability on Young Children’s Story Comprehension Author: Hsin-Ying Chien (Department of Early Childhood Education, National Taitung University), Chi-Shun Lien (Center for Teacher Education, National Chung Cheng University), Shao-Ying Chang (Department of Educational Management, National Taipei University of Education)

Vol.&No.:Vol. 62, No.4
Date:December 2017
Pages:181-207
DOI:10.6209/JORIES.2017.62(4).07

Abstract:
This study explored the effects of a teacher’s prompt and children’s working memory capacity on story comprehension. A sequential analysis technique was used to explore how accurately children remembered the sequence of events after listening to a story. Participants aged from 4 years and 7 months to 6 years and 2 months were recruited from municipal preschools. A 2 by 3 factorial design with prompt (with/without) and working memory capacity (high/medium/low) as two independent variables was used. A multivariate analysis of covariance and sequential analysis were conducted for data analysis. The experimental group received storytelling with prompts regarding a protagonist’s goal, and the control group received storytelling without any prompt. The results revealed that children who received prompts about the protagonist’s goals and intention from the teacher exhibited improved story comprehension and improved accuracy in story picture sorting. In addition, a significant difference was observed among the working memory groups. The findings were discussed for educational implications, and future research goals were identified.

Keywords:comprehension, sequential analysis, story grammar, working memory