| Summary: | 碩士 === 臺北市立教育大學 === 幼兒教育學系碩士班 === 96 === The Action Research of Improved Children’s Story-telling Ability and Reading Habit Cultivated through Reading Teaching
【Abstract】
The reading teaching strategy is implemented based on “reading teaching” viewpoint in this research. Illustrated books are used as teaching materials in order to find out if children have shown improvements in three aspects: “cover illustration” story telling, story re-telling, and reading habit. The results shall serve as reference for teaching strategy review and correction.
The study method used in this research is “action research.” The study subjects are 27 children in the researcher’s class. The study period is 3 months from February 2008 to May 2008.The data collection methods are participations, observations, and recording on the teaching site. The data collected then undergoes translation analysis. The study findings are as follows:
I. “Cover illustration” story-telling
1. Children’s presentation content is increased.
The children’s visual can gradually focus on the relationship between images in the illustration; children demonstrate increased vocabulary use and are able to form complete sentences.
2. The “Cover illustration” style affects the children’s imagination.
II. The story-retelling ability
The children that participated in story re-telling not only showed improved story re-telling ability after practicing on 9 illustrated books, but also showed equal improvements in speed, clarity, volume, and vocabulary recall organization. However, since the 9 illustrated books each had a different style and preference level for children, they could not be compared. Therefore, the improvement in ability could only be observed from individual story-telling contents.
III. Reading habit cultivation
The children’s reading habit cultivation required time. On the “Reading Day”, the classroom became a place exclusively for reading. The children were allowed to choose the “illustrated book” they preferred. The children were given more opportunities to read and their reading habits were cultivated. On the “Reading Day”, the children not only read books by themselves, but also formed groups with the partners they liked or are better at reading to read together.
Keywords: story-telling, story-telling ability, reading habit, reading teaching
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