| Summary: | 碩士 === 國立臺北教育大學 === 語文與創作學系語文教學碩士班 === 97 === The Study on Picture Book Selection of Second Graders in
Elementary School
Abstract
This qualitative study took picture books as a reference and the Reader Response theory as a theoretical foundation. Through observations, interviews, and documents and literature review, the researcher collected useful information. The purpose of this study was to understand the bases, criteria, factors, and processes on picture book selection of second graders in elementary school.
From data collection and analysis, the researcher found:
1. Students’ criteria of picture book selection were difference from adults.
2. Students’ criteria of picture book selection were mainly based on pictures.
3. When selecting picture books, students showed a wild range of interests and these picture books were usually related to their life experiences.
4. The most important factor on students’ picture book selection was the picture book itself.
5. In an open activity of selection, more students were affected by the environment. Students would feel more freely to choose what they want based on their former experiences and interests.
6. Students’ personality would affect his/her selection of picture books.
7. Student would focus on different kinds of picture books during different selection activities.
8. Students’ behaviors of picture book selection were dynamic.
Four suggestions were provided based on the above findings:
1. In terms of educational policy, the educational institutes or libraries should be aware of students’ opinions and respect students’ ideas of picture book selection, which focuses on pictures. Teachers should also have more autonomous spaces to try multiple teaching activities to enhance students’ reading abilities.
2. In terms of teaching practice, while teaching reading, the teacher should communicate with students and provide them choices on book selection. In order to help students immerse in joyful learning of literature, aesthetic reading should be greatly emphasized by teachers.
3. In terms of picture books creation, the author should balance both of pictures and words. Not only should students’ different needs of learning be considered, but the author should connect the contents of creation with students’ life experiences.
4. For future research, in order to have a further understanding of the basis, criteria, and process, researchers can focus their studies on selection of all kinds of genres in different classes and across grade levels.
Key words：picture books , book selection , Reader Response theory,
qualitative research , aesthetic reading
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