用動態影像增進幼兒敘事能力;Using moving images to facilitate the narrative skills of preschool children

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > Electronic Thesis & Dissertation > Item 987654321/81423

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/81423

Title:	用動態影像增進幼兒敘事能力;Using moving images to facilitate the narrative skills of preschool children
Authors:	李沛瀅;Lee, Pei-Ying
Contributors:	網路學習科技研究所
Keywords:	動態影像;敘事能力;合作學習;moving images;narrative skills;collaborative learning
Date:	2019-07-26
Issue Date:	2019-09-03 15:53:00 (UTC+8)
Publisher:	國立中央大學
Abstract:	隨著資訊科技的日新月異，學齡前之幼兒早已大量使用手機與電腦，因此，科技產品對幼兒而言，並不會有太多的陌生與抗拒感。對身處資訊洪流的教育工作者而言，將資訊科技帶入幼兒園教學現場，並順應藝術結合影像媒體的潮流，使用創造語文學習的經驗，成為幼教教學工作者的一項挑戰。本研究旨在探討擬透過個案研究方式探究幼兒園教學現場運用資訊科技融入在幼兒學習區中，透過幼兒自行操作拍攝動態影像進行創作故事，探究幼兒在創作動態影像故事歷程中其敘事能力的變化，期為學齡前階段的停格動畫教育建立適性的案例研究。其研究結果如下：一、團體組和個人組在參與製作動態影像說故事之活動後，其敘事能力皆有所提升。二、團體合作創作方式對於提升幼兒的敘事能力及作品較有助益。三、運用動態影像來說故事能強化幼兒開口表達的意願。四、同儕間互相討論、回饋與反思能提升幼兒的敘事能力。依據研究結果提出下列幾點建議: 一、對教學上的建議（一）、擴展幼兒的生活經驗，讓幼兒創作的元素更加多元化。（二）、提供多元素材讓幼兒的動態影像創作作品呈現更豐富。二、對研究的建議（一）、擴大研究範圍及對象，以進行更深入的研究。（二）、配音錄製時的場地安排，應選擇一處較不受干擾的單獨場地，來進行配音，以免受到周遭環境聲音的干擾，影響配音效果。（三）、研究對象的年齡層可向下延伸但須配合教學場域之人力配置。（四）、若想將動態影像創作融入教學課程內，數位教學器材設備的添購有其必要性。 ;With the rapid development of information technology, a lot of preschool children have already used mobile phones and computers extensively. Therefore, for young children, they do not resist the technology products. For educators who face so much information every day, bringing technology to the kindergarten teaching and adapting to the trend of art which combined with multimedia, using the experience of creating language learning has become a challenge for those preschool educators. The purpose of this study is to explore the use of information technology in kindergarten learning through case study, to create stories through the children′s own operation and shoot moving images, to explore the changes in children′s narrative skills in the process of creating moving video stories, and to establish a suitable case study for the moving images education in the pre-school stage. The results of the study are as follows: 1. Groups and individuals have improved their narrative skills after participating in the production of dynamic video stories. 2. Group co-creation methods to enhance the narrative ability of young children and works more helpful. 3. Using moving images videos can strengthen the willingness of young children to express their thoughts in storytelling. 4. Peer-to-peer discussion, feedback and reflection can enhance the narrative skills of young children. Based on the results of the study, the following suggestions are made: 1. Suggestions for teaching： (1) Expanding the life experiences of young children that heightening the elements of young children’s creative thinking to become more diversified. (2) Providing diversified materials for young children to make their creation of moving images becoming more abundant. 2. Suggestions for further research： (1) Expanding the scope and objects to do much further research. (2) The venue arrangement of dubbing recording, should choose a more undisturbed single venue for dubbing to avoid interference from ambient sounds and affect the dubbing. (3) The age layer of the research subjects can be extended downwards but should be adapted to the human resources allocation of the teaching field. (4) If you want to integrate the creation of moving images videos into the teaching curriculum, it is necessary to purchase digital teaching equipment.
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