兒童華語圖畫書之教學設計研究

Abstract

本研究旨在提出一套將圖畫書應用於兒童華語教學的模式，教師可以藉圖畫書中的圖片引起兒童的學習動機，並針對圖畫書內容引導兒童開口說話，讓學習者透過這樣的練習消化所學，組織自己的想法，表達意見，說出屬於自己的故事，達到提升華語會話能力的目的。 故事應用於語言學習有很多正面的作用：學習者可以透過「讀故事」學習語法，增加對語言的敏感度；透過「說故事」擴充詞彙量，改善溝通能力；教師可以協助學習者以「建構故事分鏡」、「重述故事」、「故事表演」等方式組織語言內容，選擇適當的詞彙和語法，並運用聲音和肢體語言來呈現故事。本文透過圖畫書作為兒童語言教學的教材，以說故事的方式將圖畫書運用於語言教學上，，配合兒童身心發展及語言程度的差異，為兒童語言教學提出建議。 本研究針對短期兒童華語營隊提出一套以圖畫書作為教學媒介的設計，配合教案，呈現筆者的想法及策略。經過實際教學後證實：圖畫書能有效引起兒童的學習動機；圖畫書能有效引導兒童開口說話；這套教學模式有助學生組織腦中的想法並完成故事。透過實際教學，也發現了一些可以改進的部分，因此重新調整教學策略，更新教學設計，希望未來有機會不只在短期營隊，而是在較長的學期制教學時間中實施。 透過這樣的教學設計，期盼能讓教師在數量有限的兒童華語教材外，可以選擇一套有效的教學模式使用圖畫書，為目前的兒童華語會話教學提供更多元的教學參考。

The aim of this study is to propose a course design about applying picture books to the teaching of Chinese for children. By following the design, teachers can use the pictures to raise children’s learning motivation and encourage them to communicate with others. Children can learn how to organize thoughts, express their own ideas and tell their own stories through the practices so as to improve their conversational skill. Based on former research, “story-reading” helps language learners to learn grammar and reinforce language sensitivity; “storytelling” helps learners to expand their vocabulary and improve their communication skills. Teachers can lead learners to use appropriate vocabularies and grammars, organize and present their thoughts, by using storyboard, re-telling and performing stories. This article also lists the characteristics of picture books, according to the Principles of Compiling Second Language Materials and the Principles of Translating Children Picture Books, to help teachers choose the suitable picture books to enhance the learning experience of children. After carrying out this design in a short term program in Mandarin Daily News Language Center in Taipei, Taiwan, I found that picture books really help children to organize the details of the pictures they have learned and to use oral and body language to present their stories. After practicing, I also adjusted some strategies to build a better teaching plan for establishing a model. Based on these findings, I concluded that such design proved that picture books to be a great tool for teaching Chinese and developing children’s cognitive and language skills. And it also introduces an efficient way to use the picture books in teaching children conversation in Chinese. I hope that teachers can use picture books with a set of effective teaching models in addition to a limited number of Chinese language teaching materials through this teaching design. The study can provide more instructional references for current Chinese teaching for children.