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泰雅族幼兒自編故事之探究
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| 作者 |
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蘇美冠 |
| 學校系所 |
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國立臺北教育大學幼兒與家庭教育學系碩士班 |
| 地點 |
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全臺 全部
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| 研究內容 |
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0
[ 摘要 ]
本研究以台灣北部山區一個國小附設幼稚園彩虹班的12位泰雅族幼兒為研究對象，年齡4到6歲，主要的研究目的為：探究泰雅族幼兒所說故事的類型、自編故事的內容（故事的開頭與結尾、取材、角色、場景、情節）與結構。研究者從2007年 9月14日至2008年11月13日，總共進入研究現場15次，蒐集故事的方式為在幼兒午睡後的自由活動時間，主動邀請幼兒說故事給研究者聽，總共蒐集了154則故事。分析故事的方式是：首先將蒐集到的故事進行分類，包括自編故事、生活經驗故事、生活經驗加入想像元素故事及拿圖畫書說的故事共四個類型，其中自編故事的數量最多。接著，探討自編故事的內容，探討面向包括故事的開頭與結尾、取材、角色、場景和情節。細看前述每一個面向後進行歸納、分類與次類別的命名並作次數統計。研究結果如下：
一、故事開頭與結尾：故事開頭以「時間切入」最多，故事結尾則以「聲明結束」最多。
二、取材：以「故事內容與角色的延伸」最多，其次為從生活取材，以及重述聽過的故事。
三、角色：以真實角色中的家人親屬佔最大量，而家人親屬又以兄弟姊妹出現的次數最多，其他還有動物角色和虛構角色。
四、場景：以真實場景出現最多，而真實場景又以「自然環境」裡的山和森林的比例最高，其次為家裡各處。
五、情節：呈現三個特色，生活化的情節、以對話構成情節、「主要問題」放在故事開端。
上述泰雅幼兒的自編故事內容與其居住環境、平日的生活（放學後和假日）、接觸的人事物和學校課程生活息息相關。
在故事結構的部分，以Gee的「詩節分析」方法來分析154則故事，發現泰雅幼兒的故事結構有四種類型：「無因果關係事件」、「細節少，但結構完整的單一事件」、「結構繁複，細節豐富」及「結構重複」的敘說結構。最後，研究者將研究結果與其他相關研究結果進行對照與討論，並說明本研究的限制。
[ 英文摘要 ]
The objective of this study is to investigate the types of stories as well as the contents and the structures of self-composed stories told by 12 Atayal children in a kindergarten class affiliated to an elementary school in Northern Taiwan.
The researcher visited the kindergarten class 15 times from 14th September 2007 to 13th November 2008. The researcher invited the children to tell stories after they woke up from the afternoon nap. Altogether, 154 stories were collected from these children. These stories were then categorized into 4 types of stories, including self-composed stories, personal experience stories, stories of personal experiences with imaginary elements and stories told with a picture book in hand. Among these four types of stories, self-composed stories amount the most. The contents of these self-composed stories were then analyzed further. The aspects examined include the way every story got started and ended, the subject matter, characters, setting and plot. The above aspects were then examined more carefully one by one. From the second examination, sub-categories were constructed and the percentage of each sub-category was tallied. The results of the analysis are as follows:
1.The way the story started and ended: Most of the stories started by referring a specific time, and most of them ended with a clear declaration that the story has come to an end.
2.Subject matter：Most of the stories were derived from parts of other stories. The children made extensions of a certain character or an episode. The next frequently used subject matter was personal life experiences.
3.Character: The majority of the characters were realistic, such as family members, of which siblings appeared most frequently. Other characters include animals and fictional characters.
4.Setting: realistic sceneries (natural landscapes, such as mountains and forests) were most frequently chosen as settings of the stories. What amounted the next was household.
5.Plot: There were three distinct characteristics of plot composition, including realistic episodes, dialogues, and using a problem to start the story.
It was found that the contents of the stories were influenced by the surrounding environment, daily life (after school and vacation) and the school curriculum.
Regarding the story structures, Gee’s stanza analysis approach was adapted to analyze these 154 stories. There were four types of story structures: 1) unrelated incidents, 2) structurally complete single incident with few details, 3) sophisticated structures with rich details, and 4) recurrent structures.
Lastly, the researcher compares the results with prior researches on children’s stories and stated the limitations of this study.
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