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題 名 | 幼兒閱讀及敘說故事之後設認知探究=Young Children's Metacognition in the Context of Reading and Story Construction |
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作 者 | 趙金婷; | 書刊名 | 臺北市立師範學院學報. 教育類 |
卷 期 | 36:1 民94.05 |
頁 次 | 頁273-299 |
分類號 | 019.1 |
關鍵詞 | 後設認知萌發; 讀寫萌發; 幼兒; Emergent metacognition; Literacy emergent; Young children; |
語 文 | 中文(Chinese) |
中文摘要 | 有效的學習有賴成功的認知運作,因此「後設認知」激起研究者的興趣以來,已有相當豐碩的研成果。然而探討幼兒後設認知歷程之研究仍然很少,本研究旨在探討幼兒與敘說故事能力相關的後設認知之萌發。 本研究檢視幼兒敘說故事時,所萌發的後設認知,研究對象為40名來自幼稚園5-6歲的幼兒,先要求受試者「假裝閱讀」一本最喜歡的故事書,依其閱讀行為區分為三種閱讀程度,並進一步要求受試?經由口述生活經驗,再進一步轉換為書面故事的過程,由研究者詼錄其敘述的故事,隨後以故事的品質、後設認知分敗為依變項,說讀程度、年齡等因素為自變項,探討其的關係。質的皆析方面,則分析幼兒後設認知思考的品質,以探討幼兒後設認知的萌發情形。 本研究發現,大多數幼兒已萌發出後設認知能力,不同閱讀萌發程度幼兒僅在故事品質上有顯著差異,此外,後設認知能力與建構的文章品質之間有正向關係。但由於本研究取樣的幼兒人數較少,具選取語文能力較佳者,因此,本研究的結論不宜外推。 |
英文摘要 | Effective learning depends on successful cognitive implementation. Educators long have been interested in metacognitive researchers and gained more insights about this area, but few researches focused on young children. This study aimed at exploring young children’s literacy-related metacognitive emergent. The study examined young children’s emergent literacy-related metacognition during the construction of meaning. Participants were 40 preschoolers from kindergartens. Each child was asked to pretend reading his favorite storybook and then divided their reading level by Cox’s model. Then asked each child engage in a literacy task of constructing an “autonomous” text for other children to read. The scribe write their oral discourse. Then analyze the autonomous texts by their holistic quality, identify and quantify metacognitive utterances surrounding the texts. Statistics analysis the correlation of textual quality and metacognitive score, and metacognitive score between different reading level and age by ANOVA and t-test. The qualitative analysis is also implemented. The results revealed these preschoolers were already developing emergent metacognition. There was a significant emergent reading level effect on both metacognition and textual quality, but the age level was not gain the effect. This study also found that there was a significant relationship between metacognition and the quality of the dictated text. Limitations and implications of the study are also discussed. |
本系統中英文摘要資訊取自各篇刊載內容。