本研究旨在探討教師運用互動式電子白板整合英語差異化教學,對提升國小中年級學童「英語學習動機」與「英語學習成效」之研究。本研究採準實驗研究法,研究對象為雲林縣某偏遠國小四年級兩班學生,分成實驗組和控制組。實驗組以互動式電子白板融入英語差異化教學法;控制組則以傳統英語教學工具進行英語差異化教學。教學時間各為七週共十四節課,教學實驗前後分別實施「英語學習動機量表」和「英語學習成效測驗」前後測,進行量化分析,以深入瞭解學生對英語教學實驗之動機與成效。 研究者對實驗組前、後測進行相依樣本t檢定,研究結果發現,實驗組在英語學習動機與英語學習成效均有獲得顯著成就。與控制組相較之下,兩組學生在「英語學習動機」與「英語學習成效」的後測表現上有明顯差異。本研究提出結論,互動式電子白板融入英語差異化教學能夠啟發學生的英語學習動機與提升英語學習成效。
This study aimed to explore the effects of applying interactive whiteboard into English differentiated teaching on learning motivation and learning achievement for elementary school students in Yunlin County. Quasi-experimental Research Design was adopted in this study. Thirty three fourth graders from two classes were selected as experimental subjects. One class was assigned by the researcher as the experimental group, and interactive whiteboard was applied in their English lessons. The other class was assigned as the control group, and regular English lessons were taught. There were fourteen lessons taught in seven weeks for the experimental teaching. Students took the pretest and posttest on English learning motivation scale and English learning achievement test. The data collected from the tests was analyzed quantitatively. The outcomes were assessed and reviewed. The results of this research is as follows: There is significant difference on English learning motivation and achievement between experimental group and control group. Students who took the English lessons with interactive whiteboard are found to have better learning understanding than those in the regular lessons.
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