教師鷹架孩子的能力－－一本繪本的誕生

Scaffolding Children's Ability - Story Books Were Made

本研究旨在認識教師鷹架孩子繪本創作的時機與具體作法及探討教師鷹架孩子繪本創作時的困境與轉化方式。本文採質性研究，參與觀察、友省日誌、訪談、相關文件及人員檢核為資料蒐集的方法。本研宄發現在繪本創作初期，教師(1)提供環境中的正向支持，(2)連結生活經驗於情節中，(3)嘗試不同型式的創作，及(4)鼓勵母親的在家參與；當全班加入繪本的製作時期，教師(1)邀請講者分析故事情節，(2)鼓勵同儕相互學習，(3)提議依興趣所長繪製專書；當繪本製作進入尾聲時，教師則鼓勵小組合作。教師轉化困境的方式為放慢腳步及由孩子來評判故事的內容。最後，本研究建議提供充裕的操作時間，擴充孩子的生活經驗以豐富創作的內容，給予孩子自由書寫的機會，及鼓勵父母與孩子共同創作繪本來增進親子關係。

The purposes of the study were (1) to understand when and how the teacher used when scaffolding children's ability when helping children made story books, and (2) to learn what the difficulties the teacher faced and resolved when helping children made story books. Qualitative research methods were used in this study. Data were collected through participant observation, reflective journals, interviews, documental data and member checking. This study found that at the beginning of story-book making stage the teacher was: (1) providing a supportive classroom environment, (2) connecting children's experiences to their stories, (3) trying different types of writing practices, and , (4) encouraging a mother to help her child at home. As all the children joined the story-book making, the teacher was: (1) inviting a speaker to analyze a story, (2) encouraging children to learn from each other, and (3) suggesting to establish one's own scaffolding methods. At the end of the story-making stage, the teacher encouraged the cooperation of small groups. As to the methods the teacher used in solving the problems when scaffolding children's learning were: slowing down the working pace and allowing children to critic the content of the story books. Finally, the study suggested that (1) teachers should provide much time for children to learn; (2) adults should broaden children's life experience in order to enrich their ability of creation; (3) teachers should provide children with ample writing opportunities; and (4) parent should work with children to make their own story books together.