| Abstract: | 本研究源自於引導幼兒閱讀時，觀察到幼兒對「聽故事」很感興趣，但對「看故事書」卻因個人學習態度的不同，而有很大的差異。因此想透過全班幼兒一起「合作」創作故事書，引起幼兒閱讀的興趣，改變幼兒平日不用思考，隨意翻閱故事書的習慣。且因幼兒自己參與製作過程，人手一本，會有很大的成就感。
本研究以行動研究的方式。開始時先以三本內容不同、意義大致相同的故事書「春天」、「春天的聲音」「春來了」，於同一時段唸給幼兒聽，請幼兒發表其中的異同點在那裡？而後才共同決定最喜歡、也最想做的第一本小書是什麼，再開始共同創作。因為每位幼兒的文字內容不同，所以創作的結果會不相同，先由人手一頁開始，再做全班的整合，至此完成班書製作的第一階段；接下來再以此方式請幼兒在學校或家裡再一人完成一本書；爾後班上的幼兒每人都有一本相同文字、內容、但圖畫內容不同的故事書，全班幼兒可以於同一時間內閱讀「班書」的創意遊戲。也因而幼兒達成教學目標：一、為幼兒能夠接受「創新學習」的方法。二、幼兒可以互助合作創作小書。三、幼兒瞭解故事書的「文意」與「圖意」互為因果。四、幼兒能發展個人的「創意」及對「閱讀」的喜好。
The main motivation of this study comes from the researcher observing children when guiding the language activities. Children have a strong interest in listening to the stories, but they show a great diversity of interests in reading story books according to their individual learning attitudes and interests. Therefore, the idea of making a storybook cooperatively is proposed to cause the children’s interests in reading, which expects to change their habits of randomly reading, offer the achievement of participating in production and having their own handmade storybook. In this study, I use the method of action research. At the beginning, the teacher decided to use three story books, “Spring”, “The Voice of Spring”, “Here Comes Spring,” which have different contents but similar meanings to be read at the same time, and ask children to find out the similarities and differences in these three books. Next, the whole class decided which one is their favorite, and I led children to co-produce the story book. Each child will get different text contents, so their works would be different. The first step was that each one worked on one page and then integrated all the works of the whole class. The again in this way, the children could complete his own book slowly at home or at school. At the end, each child in my class would have one book with the same content but different pictures. The whole class can read their handmade class books at the same time. The goals which I expected have also been accomplished: First, the children can accept the creative learning. Second, the children can cooperate to make their own mini books. Third, children can understand the context and the pictures are related and I want to develop their own creativity and love of reading. |
