童謠教學對幼兒聲韻覺識影響之研究.pdfVIP

童謠教學對幼兒聲韻覺識影響之研究 1 國 立 高 雄 師 範 大 學 高雄師大學報 2005,19,1 -1 9 童謠教學對幼兒聲韻覺識影響之研究 1 2 方金雅 蘇姿云 摘 要 本研究旨在探討幼兒園小班三歲幼兒聲韻覺識之能力，進而透過童謠教 學實驗，以期增進幼兒聲韻覺識能力。本研究以 36 位幼兒園小班三歲之幼兒 為研究樣本，並採用「實驗組」及「等待式控制組」二階段的實驗教學設計， 其二組分別接受四週、共 20 小時的童謠實驗教學；並於教學前後分別施以前 測、第一次後測、第二次後測。研究結果為：(一)小班幼兒聲韻覺識能力之發 展在幼兒未經實驗教學前，其子音分類能力表現、同韻判斷能力表現及聲調 覺識能力表現上都尚未有明顯之發展。(二)在童謠實驗教學之成效上、同韻判 斷能力表現及聲調覺識能力表現上都有顯著之教學效果。 關鍵字：幼兒、童謠教學、聲韻覺識 1 國立高雄師範大學師資培育中心助理教授。 2 樹德科技大學幼兒教育學系碩士。 2 高雄師大學報 第十九期 A Study of the Influence of Nursery Rhymes on Children’s Phonological Awareness in Taiwan Chin-Yia Fang 1 Tzu-Yun Su2 Abstract The purpose of this study was to explore the three-year-old children’s abilities of phonological awareness, as well as the influence of nursery rhymes on children’s phonological awareness. The participants were 36 children at a preschool in Taiwan. They were divided into two groups. One was the experimental group and the other was the waiting controlled group. Those in the experimental group accepted twenty-hour experimental te aching of nursery rhymes. When the teaching in the experimental group ended, the same twenty-hour teaching was implemented in the waiting controlled group. Before the experimental teaching, all the children had the pre-tests. Both the children in the experimental group and those in the waiting controlled group had the post-tests separately after the twenty-hour nursery rhymes teaching. There were two important findings in the results. First, the three-year-old ch