[ 摘要 ]

本研究旨在探究原住民幼兒在幼稚園的書寫活動、情境與書寫經驗，採以質性研究的方式，以新竹縣一所以原住民為主的公立幼稚園為研究場域，進行為期一年的幼兒書寫觀察、作品蒐集與訪談，透過資料蒐集與分析，得到原住民幼兒書寫活動與經驗如下：

一、課程引導書寫情境與活動，包含有：簽到、主題下的書寫、輔助課程下的書寫、角落時間的自由書寫以及生活事件中的書寫。其中，生活事件的書寫有清楚的目的與意義，使原住民幼兒的書寫活動更為豐富而主動。

二、原住民幼兒的書寫經驗包含：仿寫之發展歷程、密不可分的同儕書寫經驗、有意義的書寫與書寫情境，以及幼兒對書寫規則的建立等。

三、幼兒的仿寫發展是本研究的一項重要的發現。仿寫是幫助書寫萌發者的重要書寫鷹架。書寫萌發者最初有意義的仿寫文字是自己的姓名。本研究當中發現仿寫有兩個層次，幼兒會從初層次的仿寫進入到有意識性的仿寫。初層次仿寫在本研究當中又有單純文字外形的仿寫，以及整體文字排列組合過度變化。有意識性的仿寫多半是幼兒主動對文字產生認知與了解，在書寫時從單一筆劃進入部件為單位的仿寫。書寫萌發者會在初層次與有意識性的仿寫歷程中來回，擴大對文字的認知與概念，直到成為一位熟練的書寫者。



每位幼兒的書寫萌發經驗都是充滿個殊性的。本研究的原住民幼兒來自一個文字符號不豐富的環境，可以看見他們的書寫經驗受到了家庭環境、父母、同儕、教師與課程的影響。可喜的是，不管外在環境多麼不佳，這群原住民幼兒的學習都是充滿希望與堅持的。



關鍵字：原住民、幼兒、書寫萌發、仿寫



[ 英文摘要 ]

This research explores the emergent writing of the aboriginal children in the kindergarten. A qualitative research approach is adopted and data collection methods include observations, portfolio of children’s writing and interviews.

The findings of this research are as follows:

1. The writing contexts and activities are constructed within the kindergarten curriculum, which include: the morning sign-in, writing experiences in the thematic activities, specific writing assignments, spontaneous writing during center time and real life events. Especially the writing related to real life events enriches the writing activities of the aboriginal children.

2. These aboriginal children’s emergent writing experiences include: the progressive development of mock writing, emergent writing with peers, meaningful writing and the writing contexts and the establishment of writing rules.

3. The developmental of children’s mock writing is a very important discovery of this research. It is an important writing scaffolding for children’s emergent writing. The first meaningful mock writing for children is usually writing their own names. This study illustrates that there are two levels of mock writing: the primary level and the conscious level. In my research, the primary level of mock writing includes: mock writing of word shapes and over-complication of word form arrangement. When children realize the functions and meanings of the words they are mock writing, they have evolved into the conscious level of mock writing.



Children’s emergent writing experiences are individualized. Based on the findings of this study, the aboriginal children come form an environment with less symbols and prints. The factors that influence emergent writing of aboriginal children include culture, family, peers, teachers and curriculum. Fortunately, aboriginal children display persistency and promising changes in their learning.



Keywords: aborigines, young children, emergent writing, mock writing