作者
Author

林浩昌

Ho Cheong LAM

關鍵詞
Key words

字、詞教學，識字教學，幼兒教育，現象圖析學，變易理論

Chinese character learning, word learning, early childhood education, phenomenography, Variation Theory

摘要

　　本研究採用現象圖析學的分析方法，以現場觀察幼稚園及幼兒中心的教學活動來探究學前階段的字、詞教學。研究問題有二：一、幼兒學習字、詞，涉及哪些內容重點？（即幼兒學什麼？）本研究發現，幼兒學習字、詞涉及九個內容重點，其中兩個是認讀與書寫字、詞。二、就這兩個內容重點，老師採用哪些類型的教學方法？（即老師怎樣教？）結果發現，教學方法包括四種類型：提供學習內容以外的提示、要求模仿所需的表現、給予語文或生活的情境、設置運用語文的場合。本研究的特色，是從學習內容的視角去分析教學活動（而非純粹把教學活動分類），期望能夠把學齡前老師與幼兒的日常教學經驗，作出理論化的整理。

Abstract

　　This phenomenographic study investigates the learning and teaching of Chinese characters through the observation of teaching activities in kindergartens and child care centres. There are two research questions: 1. What does it take for children to learn characters (i.e., What do children learn?) Nine critical features for learning characters have been identified, including the recognizing and writing of characters. 2. What are the various categories of teaching activities that teachers use to teach children to recognize and write characters? (i.e., How do teachers teach?) Four categories of teaching activities have been identified, namely, those that give extraneous clues, those that require imitation of performance, those that provide everyday context, and those that demand actual language use. This study is characterized by examining the object of learning in the teaching activities (rather than simply providing samples of various teaching activities). In this respect, this study is an endeavor to theorize the everyday learning and teaching experience of children and teachers in preschools.

內容語文
Language

中文

頁次
Page

47-74

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