幼童敘說書面故事之後設認知表現

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：18

、訪客IP：18.116.118.198

姓名

陳以欣(Yi-Hsin Chen) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

幼童敘說書面故事之後設認知表現
(Young children’s metacognition in the context of telling a written story)

相關論文

★ 以眼動型態探討背景知識對詞彙辨識的影響	★ 合作寫作對於國小學童科學概念學習之影響
★ 影響國小學童家長送子女參加課後補習之相關因素研究---以桃園縣中壢市為例	★ 國小學童圖文閱讀的理解策略
★ 新移民家庭子女口語敘說能力之發展	★ 圖文提示對學童閱讀科學說明文記憶與理解之影響
★ 識字教學法與口語詞彙能力對新移民女性中文識字學習之影響	★ 先備知識對於不同閱讀能力的學童在閱讀歷程中自我提問的影響
★ Exploring Computer-based Nature Science Instruction Based on the Cognitive Load Theory: Spatial Contiguity Effect, and Effects of Prior Knowledge on Performance Assessments	★ 教師示範與文本提示對國小學童自我解釋與閱讀理解表現之影響
★ 國小學童之工作記憶能力對於閱讀理解監控表現的影響	★ 成人與幼童的言談行為分析：比較電子書與紙本書親子共讀的情境
★ 探討幼兒的早期書寫表現及其影響因素	★ 探究教師閱讀教學自我效能與閱讀自我調整教學信念及實踐之關係
★ 探討閱讀能力與文本架構對於國小學童使用理解策略的影響	★ L2詞素結構註解與L1字義註解於線上閱讀環境中對EFL字彙學習影響之探討

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

本研究探討幼童在敘說書面故事的過程中是否有後設認知監控修改的行為，以及此修改行為是否與其書面故事的品質相關，並且欲瞭解親子共讀因素與幼童敘說書面故事後設認知監控修改的關係為何。研究對象為國小一年級及幼稚園大班、中班幼童共36名。研究程序主要是由研究者寫下每位幼童閱讀無字圖畫書後所敘說出來的書面故事，並分析此過程中幼童所展露的後設認知表現與其書面故事品質的關係；另透過家長填寫「親子共讀調查問卷」，以瞭解幼童在家親子共讀互動情形。研究結果發現：（1）幼童在敘說書面故事後設認知監控修改品質，因年齡的不同而有所差異。（2）若幼童在敘說書面故事過程中有較好的後設認知監控修改行為，則其書面故事品質越佳。（3）親子共讀互動高要求行為越多，其幼童後設認知監控修改越好。

摘要(英)

This study examined young children’s metacognition ( i.e., monitoring, revising ) during the construction of telling a written story. Participants were 24 preschoolers from the same kindergarten and 12 first graders from the same class. Each child was asked to tell a written story for the scribe to write down. The metacognitive revising utterances surrounding the stories were identified and quantified. These stories were also analyzed for their holistic cohesion and coherence. One of each child’s parents was asked to fill out a questionnaire to report their parent-child share book reading experience to examine its relationship to the child’s metacognitive revising ability. Results of this study showed 1) these children’s metacognitive revising quality was different in three ages, 2) there was a significant relationship between metacognitive revising quality and the quality of the dictated story, and 3) the high-demand strategy during the parent-child share book reading was the best predictor of the children’s metacognitive revising quality.

關鍵字(中)

★ 書面故事
★ 親子共讀
★ 幼兒
★ 敘說
★ 後設認知監控修改

關鍵字(英)

★ written story
★ metacognitive revising quality
★ young children
★ telling story
★ parent-child share book reading

論文目次

目錄
圖表次
第一章緒論
第一節研究動機
第二節研究問題
第三節名詞解釋
第二章文獻探討
第一節幼童敘說故事後設認知表現
第二節幼童敘說書面故事的能力
第三節親子共讀與幼童語言發展
第三章研究方法與設計
第一節研究對象
第二節研究工具
第三節實施程序
第四節資料分析
第四章結果分析與討論
第一節幼童的後設認知表現
第二節幼童書面故事品質
第三節親子共讀因素分析
第五章結論與建議
第一節結論
第二節研究限制
第三節研究建議
參考書目
附錄一家長同意研究調查表
附錄二親子共讀問卷
附錄三幼童敘說書面故事後設認知表現

參考文獻

何三本（1995）。幼兒故事學。台北市：五南。
何文君（2005）。親子共讀對幼兒閱讀能力影響之研究。國立政治大學幼兒教育所碩士論文，未出版，台北市。
金瑞芝（2000）。親子共讀圖畫書之歷程：三歲與五歲組的比較。臺北市立師範學院學報，31，193-208。
柯華葳、游婷雅（譯）（2001）。踏出閱讀的第一步（原作者：M. S. Burns, P. Griffin, & C. E. Snow, NRC）。台北市：信誼。（原著出版年：1999）。
涂金堂（1998）。後設認知理論之介紹。菁莪，9，4，58-66。
張鑑如（1992）。從親子互動看幼兒語言與閱讀能力之發展---家庭之影響（I）。行政院國家科學委員會專題研究計畫成果報告（NSC 91-2413-H-152-017），未出版。
張鑑如（2002）。推動親子共讀之研究。國民教育，42，5，43-49。
張鑑如（2003）。從親子互動看幼兒語言與閱讀能力之發展---家庭之影響（II）。行政院國家科學委員會專題研究計畫成果報告（NSC 92-2413-H-003-074），未出版。
張鑑如、章菁（2002）。幼兒敘述能力之發展：多年期研究。載於國立嘉義大學（主編），九十一學年度師範院校教育學術論文發表會論文集（1615-1641頁）。嘉義市：國立嘉義大學。
陸莉、劉鴻香（1994）。修訂畢保德圖畫詞彙測驗。台北市：心理。
曾陳密桃（1990）。國民中小學生的後設認知及其與閱讀理解之相關研究。國立政治大學教育研究所博士論文，未出版，台北市。
曾慧禎（2002）。國小六年級學童在寫作歷程中後設認知行為之研究。國立屏東師範學院國民教育研究所碩士論文，未出版，屏東市。
黃秀文、沈添鉦（2003）。不同年齡及不同語文程度學童的敘事表現之研究。嘉義大學學報，75，57-81。
黃瑞琴（1997）。幼兒讀寫萌發課程。台北市:五南。
楊怡婷（1994）。幼兒閱讀行為發展之研究。國立臺灣師範大學家政教育研究所碩士論文，未出版，台北市。
趙金婷（2005）。幼兒閱讀及敘說故事之後設認知探究。臺北市立師範學院學報，36，1，273-300。
劉雅惠（2007）。新竹市立托兒所親子共讀現況調查。國立新竹教育大學幼兒教育學系碩士論文，未出版，新竹市。
蔡敏玲、陳正乾（譯）（2005）。社會中的心智---高層次心理過程的發展（原作者：L. S. Vygotsky）。台北市：心理。（原著出版年：1978）。
錡寶香（2003）。國小低閱讀能力學童與一般學童敘事能力：篇章凝聚之分析。特殊教育學刊，24，63-84。
錡寶香（2004）。國小低閱讀能力學童與一般學童敘事能力：故事結構分析。特殊教育學刊，26，247-269。
謝孟岑、吳亞恆、江燕鳳（譯）（2005）。幼兒語文讀寫發展（原作者：L. M. McGee, & D. J. Richgels）。台北市 : 華騰文化。（原著出版年：2004）。
Annevirta, T., & Vauras, M. (2006). Developmental changes of metacognitive skill in elementary school children. The Journal of Experimental Education, 74(3), 197-225.
Applebee, A. (1978). The child's concept of story: Ages two to seventeen. Chicago: University of Chicago Press.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal. (Ed.), Handbook of reading research (pp. 353-394). Mahwah, NJ: Lawrence Erlbaum Associates.
Beals, D. E., & De Temple, J. M. (1992, December). Home contributions to early language and literacy development. Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.
Bennett-Kastor, T. L. (1986). Cohesion and predication in child narrative. Journal of Child Language, 13(2), 353-370.
Berman, R. A. (1988). On the ability to relate events in narrative. Discourse Processes, 11(4), 469-497.
Blazer, B. (1986). "I want to talk to you about writing": 5-year-old children speak. In B. B. Schieffelin & P. Gilmore (Ed.), The acquisition of literacy: Ethnographic perspectives (pp. 75-109). NJ: Ablex.
Botvin, G. J., & Sutton-Smith, B. (1977). The development of structural complexity in children's fantasy narratives. Developmental Psychology, 13(4), 377-388.
Chang, C. (1998). The development of autonomy in preschool mandarin chinese-speaking children's play narratives. Narrative Inquiry, 8(1), 77-111.
Chang, C. (2004). Telling stories of experiences: Narrative development of young chinese children. Applied Psycholinguistics, 25, 83-104.
Cox, B. E. (1994a). Young children's regulatory talk: Evidence of emerging metacognitive control over literary products and processes. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 733-756). Newsrk, DE: International Reading Association.
Cox, B. E. (1994b). At-risk preschoolers' emerging control over literacy: Issues of observation, evaluation, and instruction. Reading & Writing Quarterly, 10(3), 239-258.
Cox, B. E., & Sulzby, E. (1982). Evidence of planning in dialogue and monologue by five-year-old emergent readers. In J. A. Niles & L. A. Harris (Eds.), New inquiries in reading research and instruction: 31 st yearbook of the national reading conference (pp. 124-130). Rochester, NY: National Reading Conference.
Dahl, K. L. (1993). Children's spontaneous utterances during early reading and writing instruction in whole-language classrooms. Journal of Reading Behavior, 25(3), 279-294.
Fang, Z., & Cox, B. E. (1999). Emergent metacognition: A study of preschoolers' literate behavior. Journal of Research in Childhood Education, 13(2), 175-187.
Fivush, R. (1991). The social construction of personal narratives. Merrill-Palmer Quarterly, 37(1), 59-81.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1985). Cognitive development (2nd ed.). Eaglewood Cliffs, NJ: Prentice Hall.
Flower, L., & Hayes, J. R. (1981). A cognitive process of writing. College Composition and Communication, 32(4), 365-387.
Goodman, Y. M. (1986). Children coming to know literacy. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 1-14). Norwood, NJ: Ablex.
Goodman, Y. M. (1996). Readers' and writers' talk about language. In C. Pontecorvo, M. Orsolini, B. Berge, & L. B., Resnick (Eds.), Children's early text construction (pp. 345-357). Mahwah, NJ.: Erlbaum.
Gordon, C. (1990). Changes in readers' and writers' metacognitive knowledge: Some observation. Reading Research and Instruction, 30(1), 1-14.
Haden, C., Reese, E., & Fivush, R. (1996). Mothers’ extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21, 135-169.
Hale, C., & Windecker, E. (1992, April). Influence of parent-child interaction during reading on preschoolers cognitive abilities. Paper Presented at the meeting of the Western Psychological Association, Portland, OR.
Heath, S. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-76.
Herbert, D., & Murphy, S. (1983, November). Learning to read and write: The influence of oral and written language differences. Paper presented at the meeting of the National Council of Teachers of English, Denver, CO.
Hoff-Ginsberg, E. (1991). Mother-children conversation in different social classes and communicative setting. Child Development, 62, 782-796.
Holdaway, D. (1979). The foundations of literacy. Sydney: Ashton Scholastic.
Hwang, Y. S., & Gorrell, J. (2001, April). Young children's awareness of self-regulated learning. Peper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Jacobs, G. M. (2004). A classroom investigation of the growth of metacognitive awareness in kindergarten children through the writing process. Early Childhood Education Journal, 32(1), 17-23.
Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3 & 4), 255-278.
Karmiloff-Smith, A. (1980). Psychological processes underlying pronominalization and non-pronominalization in children;s connected discourse. In J. Kreiman & E. Ojedo (Eds.), Papers from the parasession on pronouns and anaphora (pp. 231-250). Chicago: Chicago Linguistics Society.
Manning, B. M., & White, C. S. (1994). Young children's private speech as a precursor to metacognitive strategy use during task engagement. Discourse Processes, 17, 191-211.
Mayer. M. (1967). A boy, a dog and a frog. New York: Dial Press.
McCabe, A., ＆ Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45-56.
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education & Development, 19(1), 7-26.
Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). Parents' book-reading habits with their children. Journal of Educational Psychology, 77, 332-340.
Peterson, C., & McCabe, A. (1991). Linking children's connective use and narrative macrostructure. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 29-53). Hillsdale, NJ: Lawrence Erlbaum.
Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49-67.
Pontecorvo, C., & Zucchermaglio, C. (1989). From oral to written language: Preschool children dictating stories. Journal of Reading Behavior, XXI(2), 109-126.
Reese, E. (1993). Mother-child conversations about the past: Relationships of style and memory over time. Cognitive Development, 8(4), 403-429.
Reese, E., Cox, A., Harte, D., & McAnally, H. (2003). Diversity in adults' styles of reading books to children. In A. Kleeck, S. A. Stahl, & E. B. Beauer (Eds.), On reading books to children: Parents and teachers (pp. 37-57). Mahwah, NJ: Lawrence Erlbaum Associates.
Roberts, J., Jergens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language and Hearing Research, 48(2), 345-359.
Rowe, D. W. (1989). Preschoolers' use of metacognitive knowledge and strategies in self-selected literacy events. In S. Mc Cormick & J. Zutell (Eds.), Cognitive and social perspectives for literacy research and instruction (pp. 65-76). Chicago: National Reading Conference.
Ruan, J. (2004). Bilingual Chinese/English first-graders developing metacognition about writing. Literacy, 38(2), 106-112.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245-302.
Senechal, M., Cornell, E. H., & Broda, L. S. (1995). Age-related differences in the organization of parent-infant interactions during picture-book reading. Early Childhood Research Quarterly, 10(3), 317-337.
Shapiro, L. R., & Hudson, J. A. (1991). Tell me a make-believe story: Coherence and cohension in young children. Developmental psychology, 27(6), 960-974.
Sigel, I. E. (1982). The relationship between parental distancing strategies and the child's cognitive behavior. In L. M. Laosa & I. E. Sigel (Ed.), Families as learning environments for children (pp. 47-86). New York: Plenum.
Snow, C. E. (1972). Mothers' speech to children learning language. Child Development, 43(2), 549-565.
Snow, C. E. (1991). The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6(1), 5-10.
Snow, C. E., & Dickinson, D. K. (1991). Skills that aren't basic in a new conception of literacy. In A. Purves & E. Jennings (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 179-191). Albany, NY: SUNY Press:
Snow, C. E., Arlman-Rupp, A., Hassing, Y., Jobse, J., Joosten, J., & Vorster, J. (1976). Mothers' speech in three social classes. Journal of Psycholinguistic Research, 5(1), 1-20.
Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Eds.), Advances in discourse processes (vol 2): New directions in discourse processing (pp. 53-120). Norwood, NJ: Ablex.
Sulzby, E. (1985a). Kindergarteners as writers and readers. In M. Farr (Ed.), Advances in writing research, volume one: Children's early writing development (pp. 127-200). Norwood, NJ: Ablex.
Sulzby, E. (1985b). Children's emergent reading of favorite storybooks: A developmental study. Reading Research Quarterly, 20(4), 458-481.
Sulzby, E., & Otto, B. (1982). Text as an object of metalinguistic knowledge: A study in literacy development. First Language, 3(9), 181-199.

指導教授

辜玉旻(Yu-min Ku)

審核日期

2008-7-8

推文