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英語繪本融入國小五年級英語學習扶助成效之行動研究 ; An Action Research on Effectiveness of Using Picture Books in 5th Grader’s English Remedial Instruction
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Abstract:
本研究旨在探討英語繪本融入學習扶助對國小五年級英語低成就學生之英語字彙能力、英語學習動機表現與對學習扶助課程之回饋。本研究採用行動研究法，以屏東市晴天國小三名英語低成就學生為研究對象，研究時間為十週，每周兩節課，每節四十分鐘，共計二十堂課。 本研究以質性與量化並行的方式進行分析，蒐集各項分析資料，分別為: 研究者教學札記、教學觀察影片、教學觀察紀錄表、英語繪本學習單、訪談紀錄、英語字彙能力測驗、英語學習動機量表以及英語學習扶助課程回饋問卷。 根據上述資料進行分析，本研究獲致的結論如下:一、繪本融入學習扶助課程，對低成就學生之英語字彙能力有顯著之提升。二、英語繪本中重複性語句與圖片，對低成就學生之英語字彙能力有所獲益。三、繪本插圖具趣味性搭配多元化教學活動，有助於低成就學生之英語學習動機表現。四、教師藉由社會性支持，並強化多元智能表現，增進低成就學生之內在學習動力與自信。五、三位英語低成就學生對於英語繪本作為學習扶助之教材予以正向肯定。六、三位英語低成就學生對於英語繪本融入學習扶助課程予以認同與肯定。 研究者根據上述結論，提出以下建議，以供未來教育工作者或相關研之參考：一、未來教學者在實施英語繪本融入學習扶助課程時，可以將其他層面之學習成效納入研究中做進一步探討。 ; This action research aims to explore the effect of using English picture books as the remedial teaching material, and the performance of low-achieving 5th graders’ English vocabulary ability, English learning motivation and their feedback to the English remedial instruction. This study uses the action research. The subjects were three low-achieving 5th graders from Sunny Sky Primary school in Pingtung City. The English remedial instruction lasted for ten weeks. Each class was forty minutes and two classes in a week. The English remedial instruction in total twenty classes. This research analyzes in a parallel way of qualitative and quantitative. Collect various analysis data, including: teaching reflection, teaching recording, teaching observations, students’ worksheets, interviews, the English Vocabulary Tests, the English Learning Motivation Questionnaire, and the Feedback of English Remedial Instruction Questionnaire. Based on the analysis, the results of this action research were as follows:1. Using English picture books as the remedial teaching material, the low-achieving 5th graders’ performance of English vocabulary ability progressed significantly.2. The repeated sentences and illustration of English picture books helped the low-achieving 5th graders learn the English vocabularies.3. The interesting illustration and the multiple learning activities can inspire the low-achieving 5th graders’ English learning motivation.4. Teacher’s positive feedback enhance the low-achieving 5th graders show the enthusiasm and self-confidence to the English remedial instruction. 5. The low-achieving 5th graders were affirmative in using English picture books as the remedial teaching material. 6. The low-achieving 5th graders showed positive feedback towards the English remedial instruction. Based on the above conclusions, the following suggestion provide the future educators or related studies as references:1. The future researchers using English picture books as the English remedial teaching, can incorporate other aspects of learning effectiveness into the research for further discussion.
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Keyword:
English picture books;English remedial instruction;English vocabulary ability;English learning motivation; 英語繪本;英語學習扶助;英語字彙能力;英語學習動機
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URL: http://140.127.82.166/bitstream/987654321/21212/1/110NPTU0212002-001.pdf
http://140.127.82.166/handle/987654321/21212
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