華德福幼稚園故事教學之案例分析：從維高斯基理論談起

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Title:	華德福幼稚園故事教學之案例分析：從維高斯基理論談起
Authors:	郭家華
Contributors:	嘉義大學
Keywords:	華德福;維高斯基;故事教學;Waldorf;Vygotsky;story teaching
Date:	2005-12-01
Issue Date:	2009-12-08 05:25:09 (UTC+0)
Publisher:	亞洲大學幼兒教育學系
Abstract:	華德福教師進行故事教學時，會以輕柔之語調述說，過程中運用沒有五官之布偶，且盡量不表達老師的看法，以培養孩子之想像力。重視運用故事發展孩子各領域之學習。本文藉由三所華德福幼稚園公開發表之教學日至與座談會紀錄進行分析，探討華德福教師故事選擇之原因、維持孩子反覆聆聽故事動機之策略，及老師如何與孩子討論故事之方式，最後分析三所幼稚園教師應用之說故事技巧與維高斯基理論相呼應之處，以了解華德福幼稚園教師在故事教學時所扮演之鷹架角色。本研究發現為：一、華德福教師會因節慶、季節或特殊慶典而選擇故事，且會視幼兒之發展而自編故事。二、華德福教師維持孩子反覆聆聽故事之策略有：運用沒有五官的布偶、特有的華德福說故事偶台、增加師生互動等。三、華德福教師故事述說後，會設計相關延伸活動（如繪畫、討論），使孩子思考與故事相關之問題。四、華德福教師之說故事教學技巧與維高思基理論之運用社會互動提升孩子之學習、強調孩子間之最近發展區有其個別差異，教師應彈性運用各種方式增進最近發展區與內化孩子之認知歷程等觀點相符。 Waldorf School teachers tell stories gentlely and use puppets without facial expression while they are leading a story-telling instrument. In order to bring up children’s imagination, they seldom express their own opinions toward the stories. They place an important role of making good use of stories, which would promote children’s learning abilities of all fields. This writing analyzes not only the tesching daily records of the teachers in three Waldorf Schools but also the records of the informal discussion meeting. By means of the analyzes, this writing confers first, the motives of Waldorf School teachers to choose stories; second, the strategies to arouse the aptitude of children to listen to stories repeatedly, and the third, the steps that teachers and children discuss stories. At the very end, it confers several points of the three Waldorfs School teachers’ teaching skills, which are conformed to Vygotsky Theory at the same tome. And then eventually let us come to understand the Waldorf School teachers’ scaffolding role in teaching stories process. The results from this study are as follows: 1. Waldorf School’s teachers choose stories by seasons and festivals and compile stories by children’s development. 2. The Waldorf School’s teachers keep students listening stories repeatedly by using puppets and special Waldorf’s story-telling stage, increasing interaction between teachers and students, and so on. 3. The Waldorf School’s teachers design extended activities such as painting and discussion after telling stories. It can help children to think about questions concerning the stories. 4. Waldorf School teachers’ teaching skills of story telling conform to Vygotsky’s points of applying social interaction to promote children’s learning, stressing individual difference between children’s ZPD, using all kinds of ways to promote ZPD, and internalizing children’s recognition progress.
Relation:	第二屆健康的幼兒教育學術研討會 111-137
Appears in Collections:	[Department of Early Childhood Education] Proceedings

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