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A Study of Teaching Story Grammar in Preschool
Story Grammar Teaching;Story Grammar Element;Story Retelling;Story Mapping
|Issue Date: ||2013-05-24 16:33:07 (UTC+8)|
This study was to explore the strategies and processes of story grammar teaching by a
preschool teacher, as well as the effectiveness of story retelling implementation after
children accepted the story grammar teaching.
The object of this study is about a preschool class with eighteen young children. The
researcher picked out ten picture books as a teaching medium, which enriched empathy,
and used them in story grammar teaching for ten weeks.
To summarize the findings of this study are as follow:
1. Teaching story grammar step by step could guide children to be familar with the
general idea of main role, setting, episode and ending, and could increase their
2. Using strategies, including questioning, story mapping and story retelling, could be
great benefit for children to grasp the story grammar elements and understand the
contents of a story.
3. Prior knowledge and experiences could help children improve the understanding of
4.After teaching,the abstract concepts,such as "time"(in setting) and "personality
characteristics" (in main role), still was hard to grasp for children.
|Appears in Collections:||[Department and Graduate School of Early Childhood Care and Education] Thesis and Dissertation|
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