| Summary: | 碩士 === 國立新竹師範學院 === 幼兒教育研究所 === 89 === Storytelling is a frequent-used technique adopted by teachers in the preschool education, but the interaction between a teacher and children during storytelling is rarely studied. This paper studies such interaction during the teacher’s storytelling through a qualitative approach. Information is collected by means of observation, interview, photography, etc., and is analyzed in the way of discourse analysis to understand the interaction. We address two problems in this study:
1. What are the structures and overall context of the interaction between a teacher and children during the teacher’s storytelling?
2. How a teacher interacts with children while telling a story?
The studied subjects are a preschool class containing a teacher and 30 children. This paper discusses the discourse interaction in three topics:
1. The discourse structures of the interaction. Structures are classified according to discourse function and discourse subject. Six structures, including IRE and variations, are identified and discussed according to discourse function. According to discourse subject, four structures are identified and discussed, which include the interactions leaded by a teacher and by children.
2. The mutual effects between a teacher and children. Various effects can be observed on subjects in aspects of story contents, life-events, rules, and amusement. Mutual effects can also be found when the teacher guides a child; the teacher may interact to each child differently according to the child’s characteristic.
3. The context of interactions. During storytelling, the overall context of the interaction shows various aspects in three distinct stages, i.e., story beginning, story body, and story ending.
Based on the above findings, this paper provides several suggestions and methods to teachers adopting storytelling activities, and gives directions for future researches in this area.
|
|---|
