The Process of a Kindergarten Class Reading Picture Storybooks with Metamorphic Protagonists

• Main Authors: Wen-Tsu Hsu, 徐文足
• Other Authors: Min-Ling Tsai
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/06022536457477043045

碩士 === 國立臺北教育大學 === 幼兒與家庭教育學系碩士班 === 101 === In this study, 21 picture storybooks featuring metamorphic protagonists were each read to a kindergarten class (Shamrock Class) of 28 students (ages 4 to 6 years) in the Xizhi District of New Taipei City. This study’s objective was to analyze student responses and teacher participation in reading these storybooks to understand how children interpret and view metamorphic protagonists, and to evaluate the use of storybooks featuring metamorphic protagonists. Beginning in September 2012, 1 to 2 picture storybooks featuring metamorphic protagonists were read to the children weekly during the academic semester. Discussion on which picture storybooks were their favorites was initiated after 4 or 5 books had been read, and these discussions were recorded. After 21 reading sessions and 4 discussions, the total number of speaking turns of teachers and students during discussions was 4,741. This study presents an analysis of these turns of questions and comments to understand how children interpret and view metamorphic protagonists, and to evaluate the use of storybooks featuring metamorphic protagonists. In their speaking turns, the children most frequently asked to clarify context, followed by questions about characters, scenes, and story plots. The second most frequent comments were related to story analysis. Other frequent comments, in order, were personal comments, deep involvement with stories, expression, and intertextual reponses. On the process of pretext reading, the most frequent responses comprised story analysis and the children’s personal comments. On the process of context reading, the most frequent responses from the children concerned their analysis of stories. Other frequent responses included the children’s personal comments, their deep involvement with the stories, expression, and interrtextual reponses. On the process of discussion activities, the children most frequently made personal comments. Other frequent reponses, in order, included the children’s story analysis, expression, their deep involvements with stories, and intertextual reponses. Teachers ask questions to help children understand context and to build connections between children and the subject matter. When reading contexts, teachers asked questions, and during discussion, teachers asked further questions in response to what the children said. Teachers most frequently answered children’s questions by giving direct answers. The second most frequent way teachers answered questions was to ask those questions back. Teachers facilitated finding answers to children’s comments by offering various kinds of help. The children engaged with metamorphic protagonists by observing and describing them, and by drawing connections with other characters. The children’s interpretations of metamorphic protagonists were influenced by the mechanism by which the metamorphosis occurred. The children had both positive and negative responses to metamorphic protagonists, finding some enjoyable because they were interesting or cool, and disliking or fearing others because they found them ugly. The children enjoyed picture storybooks which effectively combined character, plotting, themes, and memorable scenes, but did not enjoy storybooks simply because of character and plot. According to these results, recommendations are made to kindergarten teachers regarding the reading of picture storybooks featuring metamorphic protagonists.