博碩士論文 100127007 詳細資訊




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姓名 張育綺(Yu-Chi Chang)  查詢紙本館藏   畢業系所 學習與教學研究所
論文名稱 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
(Analysis of Adults’ and Children’s Discourse and Behavior: A Comparison between E-books and Paper Books among Parent-child Joint Book Reading Contexts)
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摘要(中) 過去文獻指出親子共讀於幼童的故事理解與讀寫能力萌發均有益處,然而電子書介入共讀之後,親子言談行為之品質可能受到電子書互動性的影響而轉變,成人引導角色或許消弱,親子間有助於幼童讀寫萌發的言談行為可能產生變化。本研究旨在比較電子書與紙本書親子共讀情境下,成人與幼童的言談行為表現是否有差異,以及幼童的故事訊息理解程度之差異為何。受試者共選取12對親子,所選用之電子書版繪本的故事內容與插畫風格皆與紙本書版繪本一致,惟電子書具有手動導讀功能可供讀者使用。實驗蒐集兩種共讀情境中親子的口語與非口語語料,並根據文獻重訂編碼系統,以進行分析比較其言談互動行為之異同,另針對幼童實施故事問答測驗以評估其故事訊息理解程度。研究結果發現:(1)相較於紙本書共讀情境,電子書共讀情境下的親子出現較少有關促進幼童讀寫萌發的言談行為。(2)相較於紙本書共讀情境,電子書共讀情境下的親子出現較多無關閱讀的言談行為。(3)幼童的故事訊息理解程度比較:紙本書共讀情境下的表現優於電子書情境。
摘要(英) Past research indicated parent-child joint book reading has a beneficial effect on children’s reading comprehension and emergent literacy. However, with the emergence of e-books, the quality of parent-child discourse and behavior might be influenced and changed by electronic interactions from e-books, and adults' guidance might be eliminated. This study aimed to examine children's reading comprehension by comparing e-books and paper books in terms of adults’ and children’s discourse and behavior among parent-child joint book reading contexts. 12 pairs of parents and children were recruited as subjects in this study. The content and illustration style of the story are identical in the e-books and paper books. The e-books however have the manual guidance function for the readers to use. Parents’ and children’s verbal and non-verbal data were selected in the two contexts. The researcher, based on the literature, re-developed a coding scheme to analyze the similarities and differences in terms of parents’ and children’s discourse and behavior. In addition, tests regarding the stories they read were conducted to assess children's reading comprehension. The results showed that: 1) compared with the paper book context, fewer discourses and behaviors that promote children’s reading comprehension and emergent literacy occur in the e-book context; 2) compared with the paper book context, more discourses and behaviors irrelevant to reading developments occur in the e-book context; 3) the paper book contexts have more beneficial effects on children’s reading comprehension than the e-book contexts do.
關鍵字(中) ★ 言談行為
★ 故事訊息理解
★ 電子書
★ 紙本書
★ 親子共讀
關鍵字(英) ★ discourse and behavior
★ reading comprehension
★ e-book
★ paper book
★ parent-child joint book reading
論文目次 目 錄
目 錄 i
圖 表 次 iii
第一章、緒論 1
第一節、研究背景與研究動機 1
第二節、研究目的與研究問題 3
第三節、名詞解釋 3
第二章、文獻探討 5
第一節、親子共讀的重要性 5
第二節、成人與幼童共讀的言談行為類型 8
第三節、電子書的閱聽型態與進展 16
第四節、電子書閱讀與兒(幼)童閱讀理解、閱讀行為、讀者經驗 22
第五節、文獻探討之小結 28
第三章、研究方法 30
第一節、研究對象 30
第二節、研究設計 31
第三節、研究工具 32
第四節、研究程序與資料收集 34
第五節、資料處理與分析 38
第四章、結果分析與討論 49
第一節、成人與幼童的言談行為表現 49
第二節、故事訊息理解與言談行為 59
第三節、親子言談行為的可能背景因素 63
第五章、結論與建議 70
第一節、結論 70
第二節、研究限制 71
第三節、研究建議 72
參考文獻 76
附錄一 家長同意參與研究調查表 83
附錄二 家庭閱讀環境調查表 84
附錄三 親子共讀活動調查表 86

圖 表 次
圖1電子書內頁畫面樣本 36
圖2主選單的頁面瀏覽功能 36
圖3本研究之實驗流程示意圖 37
圖4共讀實驗的觀察位置與攝影機遠近安置示意圖 37
圖5成人在紙本書與電子書情境下的言談行為表現比例 56
圖6幼童在紙本書與電子書情境下的言談行為表現比例 56
圖7親子的「支持故事訊息/詞彙理解」構面之言談行為表現比例 62
表1 幼童基本資料 30
表2 母親基本資料 31
表3 受試者經隨機分派依序經歷的閱讀媒體與文本故事 32
表4 本研究的言談行為編碼系統 41
表5 成人與幼童的言談行為編碼特徵說明 44
表6-1《小黑點》故事訊息理解測驗評分標準 46
表6-2《小狐狸學長大》故事訊息理解測驗評分標準 47
表7 全部成人在兩種情境下之言談行為類型的總體出現次數 50
表8 全部幼童在兩種情境下之言談行為類型的總體出現次數 51
表9 全部成人在兩種情境下之言談行為類型的總體出現頻率(百分比) 53
表10 全部幼童在兩種情境下之言談行為類型的總體出現頻率(百分比) 54
表11 言談行為類型(編碼)名稱與範例說明 57
表12 不同共讀情境下的幼童其故事訊息理解測驗表現與t考驗結果 60
表13 全部成人在兩種共讀情境下之言談行為構面的總次數與總百分比表現 61
表14 全部幼童在兩種共讀情境下之言談行為構面的總次數與總百分比表現 62
表15 三種教育程度的母親其分別在紙本書共讀情境下的言談行為類型表現 65
表16 三種教育程度的母親其分別在電子書共讀情境下的言談行為類型表現 66
表17 不同性別的幼童其言談行為表現 66
表18 不同性別的幼童其故事訊息理解測驗得分 67
表19 幼童閱讀環境概況 68
表20 12對親子的平時親子共讀經驗狀況 68
表21 親子共讀互動問卷得分 69
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指導教授 辜玉旻(Yu-Min Ku) 審核日期 2014-4-9
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