Distinct Narrative Performance Among One Class of Young Children Applying with Paper-Pencil and Digital in Play Centers

• Main Authors: LIN,WEI-TING, 林偉婷
• Other Authors: Pei-Yu Lin
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/u8mtd5

碩士 === 國立臺中教育大學 === 幼兒教育學系碩士在職專班 === 106 === This thesis research aimed to inspect a class of young children’s narration works collected in the duration from middle to senior class. It was to find out the developing tendency of their narrative performances, to investigate their way of language use and image utilization on narrating, and to observe their revising performances of story creation. The research was constructed in the methods of case study and single-subject experimental design for evidence-based practice. Meeting the need of play-based courses, different experimental media and interventional strategies of language learning were integrated. The researcher had collected all the photos of young children’s paper works and the oral records of narration works as the research data. The research data were analyzed both qualitatively and quantitatively. The evaluation form of narrative performances was adapted from the one in the literature, re-designed by the researcher and examined by different reviewers for over five times. The research mainly found that in fall semester the evaluation scales of the children’s narrative performances on storytelling with paper-pencil medium were obviously higher than digital medium. However, the evaluation scales of their narrative performances on story revising with digital medium were higher than with paper-pencil medium in spring semester. Otherwise, the evaluation scales of the children’s narrative performances shown in digital stories were lower than the findings of young children’s average narrative performances in the literature. Besides, this study also presented detailed investigation on the differences of children’s ways of using language and images, and their ways of revising story content with paper-pencil vs. digital media after the intervention of digital medium was applied to the classroom. In conclusion, suggestions and feedbacks toward related teaching practice were provided according to the research results.