英文繪本與全身肢體反應教學法提升學生學習成效之行動研究:以桃園一所私立幼兒園為例

摘要本研究主旨在探討幼兒園大班學生融入英文繪本TPR教學法對學生學習成效之行動研究，並依據研究結果提出具體建議之參考，以供家長、教育單位或實施英文繪本之教師及未來研究者作為參考之目的。本研究包含質性和量化，透過「SILL」學習策略量表及研究者自編之「英語學習成效測驗」做為測量工具，並加上課堂觀察，教師省思，家長回饋等。施測方式在未融入英文繪本前先作前測；再進行繪本融入TPR教學策略，實驗為期八週，共計八節課融入四本英文繪本，課程結束後進行「學習成效測驗」的後測與實施SILL的測量與質性分析。本研究結果歸納如下：一、英文繪本融入課程採用TPR教學法有正向幫助二、學生在學習成就測驗後測分數皆優於前測三、不同學習策略的學生在學習成效的表現上有所差異關鍵字：英文繪本、全身肢體反應教學、學習成效

關鍵字

英文繪本；全身肢體反應教學；學習成效

並列摘要

Abstract The main purpose of this study is to explore the action research on the learning effect of the TPR teaching method of English picture books for kindergarten students, and to put forward specific suggestions based on the research results, so as to serve as a reference for educational units, teachers and future researchers who implement English picture books. This research includes both qualitative and quantitative measures, using the "SILL" Learning Strategies Scale and the "English Learning Outcome Test" compiled by the researcher as measurement tools, plus classroom observation, teacher reflection, and parent feedback. The method of testing is to conduct a pre-test before incorporating English picture books; then integrate picture books into TPR teaching strategies. The experiment lasted for eight weeks, and a total of eight lessons were integrated into four English picture books. After the course, a post-test of "Learning Effectiveness Test" and implementation of SILL measurement and qualitative analysis were carried out. The results of this study are summarized as follows: 1. The integration of English picture books into the curriculum using the TPR teaching method is of positive help 2. The post-test scores of students in the learning achievement test are all better than those in the pre-test 3. Students with different learning strategies have different learning outcomes Keywords: English picture books, TPR, learning effectiveness