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篇名 漢人與原住民教師對部落原住民幼兒互動之參與結構
並列篇名 The Participation Structures of the Interaction between Han and Indigenous Teachers with the Tribal Indigenous Young Children
作者 李萍娜(Pyng-Na Lee)
中文摘要 本研究探討在原住民部落區域,漢人教師和原住民教師與原住民幼兒互動之參與結構。以質性研究法,分別進入漢人教師和原住民教師之教室觀察,收集上大團體課的資料,每個班級各觀察一學年。研究發現在本研究的漢人教師掌握了教室的發言權,保有教室單一聲音的說話形態。此外,在漢人教師班級的幼兒,亦沒有空間移動之自主權。結果,被教師指定到前面發言的原住民幼兒,口說表達簡短,甚至不敢回答,而被認為原住民幼兒無法作較長的完整表達。在本研究的原住民教師班級,幼兒可隨時插入說話、轉移話題,甚至產生重疊的聲音。此外,原住民教師班级的幼兒擁有空間移動之自主權。被指定發言的原住民幼兒,在可以選擇其說話的位置自由對話,結果該班原住民幼兒展現豐富的口說表達。
英文摘要 This study attempts to understand the participation structures of the Han teacher with indigenous children and the indigenous teacher with indigenous children in tribal region. A qualitative method was employed to observe these two sites during circle time. Each site had been observed for one year. The result found that the Han teacher had the leading position of utterance and kept monotone during discourse. In addition, the children did not have the space autonomy. Consequently, the teacher designated child talked briefly or kept silent. Therefore, the indigenous children had been thought they could not express fully. On the other hand, the children in the indigenous teacher's class owned autonomy to intervene, change subject, and overlap other voices during discourse. In addition, those children had the space autonomy. The teacher designated child was able to decide where to talk, and to have dialogue with the others. Consequently, they showed affluent utterance.
頁次 001-040
關鍵詞 空間賦權 原住民教師 教室言談 參與結構 發言權 Classroom discourse indigenous teacher participation structure space empowerment speaking right
卷期 16
日期 202106
刊名 兒童與教育研究
出版單位 國立臺南大學/幼兒教育學系