雙北國中英語教師對遊戲式教學之實施情況與看法

Taipei Metropolitan Area Junior High School English Teachers' Perspectives and Practices of In-Class Games

李思穎(Szu-Ying Lee)

指導教授 ： 雷凱

淡江大學/外國語文學院/英文學系碩士班/碩士(2021年)

https://doi.org/10.6846/TKU.2021.00088

摘要

傳統的英語課，以讀寫和考試導向為主，學生缺乏聽說練習的機會，造成學生對英語學習興趣缺缺，考試成績無法反映學生真正的英語聽說和溝通能力。隨著十二年國教108課綱的實施，核心素養成為課程設計和課程實施的主要概念，包含「自主行動、溝通互動、社會參與」三個主要層面；而在英語教學中，課堂遊戲正是把課堂所學應用在生活，符應核心素養的最佳橋樑。由於時下文獻大多探討遊戲式教學與國小英語學習的關係，因此本論文旨在探討國中英語教師對於課堂遊戲的實施現況和看法。本研究對象為242位雙北國中英語教師和8位教學經驗豐富的的雙北國中英語教師，透過問卷調查和半結構訪談的方式，了解國中英語教師對於英語課堂遊戲，在設計與實施之現況、看法、還有學生在認知與情意層面的影響。研究結果如下:
1. 文法 單字 會話 是最常進行的遊戲種類
2. 平均遊戲的時間為20~30分鐘，最常穿插在正式教學之間
3. 課堂遊戲的主要來源出處為網路 教師手冊 研習
4. 課堂遊戲的主要特質為: 切合教學主題 讓全班參與 能有時間進行 有趣
5. 課堂遊戲最常使用的教具為: 圖片和學習單
6. 最常使用的遊戲型態為小組競賽
7. 最常使用的分組方式為同一直排或鄰近座位一組
8. 最常使用的獎勵為加分和零嘴飲料
9. 課堂遊戲的主要目的為: 提升學習成效 提升學習動機 增加練習機會
10. 課堂遊戲最主要困難為:秩序失控 影響進度 設計遊戲耗心力
11. 多數國中英語教師認為，課堂遊戲能提升以下項目:教學效能、學習成效、學習動機、情意表現、師生互動、上課氣氛
12. 課堂遊戲可以用跨領域學習的方式來實現核心素養

關鍵字

課堂遊戲 ； 國中英語教師 ； 實施現況與看法 ； 遊戲設計 ； 遊戲特質

並列摘要

Traditional English classes focus on reading, writing, and are exam-oriented. Students lack the chance of enhancing listening and speaking skills. Test results cannot reflect students’ actual proficiency on listening, speaking and communication in English. With the implementation of 12-year Basic Education Curriculum Guidelines in 2019, core competencies have become the key element of course design and enforcement, including: spontaneity, communication and interaction, and social participation. In the field of English teaching, in-class games have become the best medium to incorporate the elements of core competencies into English learning. Since most research regarding in-class English games focus on elementary school level, the purpose of this study is to investigate junior high school English teachers' perspectives and practices of in-class games. The subjects are 242 junior high school English teachers and 8 experienced junior high school English teachers in Taipei City and New Taipei City. The researcher utilizes questionnaire and semi-structured interview to explore junior high school English teachers’ practices, design, and perspectives and students’ cognitive and affective effect of in-class games. The research results are as follows:
1. Grammar, vocabulary, and conversation are the most frequently applied game types.
2. The average time of in-class game is 20~30 minutes, between formal lectures.
3. The main sources of in-class games are: internet, teaching manual, and workshops.
4. The main characteristics of in-class games are: relate to teaching themes, whole class participation, having enough time, and fun.
5. The most frequently used teaching aids are: pictures and learning sheets.
6. The most frequently used teaching mode is group competition.
7. The most frequently used grouping methods are by row or nearby seats.
8. The most frequently used awards are adding points and snacks and drinks.
9. The main purpose of in-class games are: increase learning efficiency, learning motivation, and practice.
10. The major obstacles of in-class games are: out of order, delay the course schedule, and time and energy consuming of game design.
11. Most respondents reply that in-class games can increase: 1) teaching and learning efficiency, 2) learning motivation, 3) students’ affective performance, 4) teacher-student interaction, and 5) class dynamics.
12. In-class games can be used in cross-subject learning to attain the elements of core competencies.

並列關鍵字

in-class games ； junior high school English teachers ； perspectives practices ； game design ； game characteristics

參考文獻

References

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