探究幼兒對安東尼•布朗超現實圖畫書之感受與理解

Abstract

為了解幼兒對於超現實圖畫書的想法，本研究採質性研究法，選擇兩本安東尼布朗超現實圖畫書作為研究工具，以十位大班幼兒為研究對象，蒐集幼兒在兩次共讀過程中所展現的口語回應，及共讀後的一對一半結構式訪談內容來進行分析，以了解幼兒對於超現實圖畫書的理解與感受。研究結果發現：一、從幼兒之主觀判斷分析，本研究發現幼兒喜愛超現實圖畫書。二、幼兒能理解超現實圖畫書中的「事件與反應」，對情節和插圖有表面理解，但無法理解安東尼布朗超現實圖畫書背後欲傳達的涵義。三、幼兒對超現實圖畫書之虛實判斷，會在「相信文本」與「跳脫文本」之間轉換，且解釋的原因無一致性。四、幼兒對虛實判斷會因圖畫書內容有所差異。最後，根據以上結果，研究者提出建議，供未來研究與教學實務應用之參考。主要建議如下：一、研究者可以選擇不同超現實風格作家的圖畫書或是不同年齡層的讀者來進行研究。二、研究者可將不同面向的主題，例如：想像、做夢、魔法等，加入超現實圖畫書中的探討，三、教師應尊重幼兒的意見，並可與幼兒深入探究超現實圖畫書的內容。四、實施師生共讀活動，培養好的閱讀習慣，建立班級閱讀氛圍。關鍵詞：超現實圖畫書、安東尼布朗、師生共讀、幼兒To understand children’s thoughts regarding surreal picture books, this study adopted a qualitative research design. Anthony Browne’s two surreal picture books were selected as the research instruments. Ten 6-year-old children were recruited to participate in the study. The children’s verbal responses observed in two joint storybook reading sessions were collected. After joint storybook reading, a one-on-one semi-structured interview was conducted to help analyze and understand individual child’s comprehension and perceptions of the surreal picture books. The following findings were drawn:1.Through analysis of children’s subjective judgment, we found that the children loved surreal picture books.2.The children comprehended the “events and responses” in the surreal picture books and had superficial comprehension of plots and illustrations. However, the children could not comprehend the ideas Anthony Browne intends to convey through his surreal picture books.3.The children switched their fantasy-reality judgments between “believing in the text” and “transcending the text” without consistent explanations.4.The children’s fantasy-reality judgments vary according to the picture books’ content.According to the aforementioned results, the author proposed the following suggestions as references for future research and teaching practices.1.Researchers can study picture books from different surrealist artists or readers of different age groups.2.Researchers can incorporate different aspects of themes, such as imagination, dreaming, and magic, into discussion of surreal picture books.3.Teachers shall respect children’s opinions and delve into the content of surreal picture books with them.4.Teacher–student joint storybook reading shall be implemented to develop positive reading habits and establish a reading atmosphere for the class.Keywords: surreal picture book, Anthony Browne, teacher–student joint storybook reading, young child