Study of Preschool Teachers’ Applying of Wordless Picture Books base on 《7 Sector》by David Wiesner

• Main Authors: shufang-Cheng, 鄭淑方
• Other Authors: 游淑燕
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/60644660458314455818

碩士 === 國立嘉義大學 === 幼兒教育學系碩士班 === 91 === The purpose of this study is to find out about preschool teachers’ applying of wordless picture books, the teaching flow is divided into three parts: beginning of the story, story in process, and end of the story, and analyzes how in these three stages preschool teachers apply wordless picture books in their teachings, it is served as a reference guide for other preschool teachers and teachers of different grades. The study has selected wordless picture book《7 Sector》by David Wiesner as the main subject book. The researching method is targeting on Chia-Yi public and private preschool, and teachers who volunteered to conduct teachings with wordless picture books; the information gathered is based on observation and private interviews with individual teacher. The researcher has given analysis to data received and the research result is as follow: 一、At the beginning of the story, teachers apply general counseling skills that are not related to the topic or story of 《7 Sector》. This research finds: 1. Teachers play children’s songs include Chinese children’s song, light music, and Taiwanese children’s song; 2. Teachers arrange students to either all sit on the floor or the first few rows on the floor and the back rows sit on chair; 3. Fingers activities are divided into “finger rhyme”, and “simple finger activities.” 二、There are many ways to motivate students before the story begins. This research shows: 1. Illustration, Special Features of the Book, Plots, Cover Page, and Title Pages are good ways to inspire motivation. 2. Visual symbols of the illustration can keep students focused. 3. Motivation methods include Discussion, Imagination, and Interpretation. 三、During story discussion, the skills applied for asking questions is mainly using attention-getting. The research finds: 1. Teachers’ questioning skills have included attention-getting, critic characters or plots, linking experience, and linking real life with virtual plot. 2. The main point of attention getting for teachers is “character related information”, and “object related information”; 3. Attention-getting for asking questions can be easily ignore “related background information.” 四、During story discussion, the answering skills are focused on “reciting story” and “interpretation.” The research shows: 1. the answering skills include “reciting”, “reinterpretation”, etc, total of eleven styles; 2. Teachers respond to children by “complete reciting” and “main point reciting”; 3. Teachers’ answering skills will respect every child’s ideas. 五、Story telling skills are mainly using “the third person to tell the story style.” This research finds: 1. Story telling skills have “dramatic expression”, “linking experience”, etc, for fourteen different styles; 2. Dramatic expression has included “expressing idea for one single character”, “pretending conversation between characters”, and “the third person telling the story”, etc, for three different styles. 六、Story is processed in mostly “direct interaction between teachers and children for story discussion.” This research finds: 1. Story’s process has included “direct interaction between teachers and children for story discussion”, “teachers go through illustration, and then discuss the story with children”, “teachers emphases on story discussion and secondly on story telling to build story line, and “teachers and children discuss together the first page and title page, and then teachers will tell the story”, etc, for four different styles. 2. Story discussion and story telling skills are inter-weaven. 七、The story mostly ends with “art activities” and “sharing discussion.” This research finds: 1. Teachers will conduct activities which include “look at the pictures and tell the story”, “art activities”, “sharing discussion”, “name picture books”, and “outdoor activities”; 2. Extending activities are mostly related to “No. 7 Dream Factory” topics or plots. Based on the research results, some suggestions are given to preschool, teachers of different grades, teachers training institutions, picture books publications, and future research.