圖像教學配合韻文口訣對國小一年級學童英文字母學習之成效研究

The Effects of Graphic Teaching and Rhythmic Chants on First Grade Students’ Learning of Alphabet

陳伶芳(Ling-Fan Chen)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700246

摘要

本研究旨在探討運用圖像配合韻文口訣教學法對國小一年級學童英文字母學習之成效以及保留學習成效。研究對象是以兩個國小一年級班級的學生57位，採不等組前後測準實驗設計，經兩班導師同意後，一班接受圖像配合韻文口訣英文字母教學法，另一班為一般傳統教學。實驗教學為期四周，每周兩節，共七次教學，教學結束後，以受試者前測成績為共變量，後測成績以及延後測成績作為依變項，進行共變數分析。
本研究結果發現：
一、圖像配合韻文口訣英文字母教學法可以顯著提升中、低分組學生英文字母學習
成效以及低分組學生之保留學習成效。
二、圖像配合韻文口訣英文字母教學法可以縮小學生英文字母學習成就差距。
三、多數學生對圖像配合韻文口訣英文字母教學法持正向的態度且覺得可幫助其英
文字母學習，提高學生在家複習的頻率。
最後，研究者針對研究結果進一步提出討論與建議，提供教師教學上以及未來研究上作為參考。

關鍵字

英文字母教學 ； 圖像 ； 韻文口訣 ； 學習成就

並列摘要

The purpose of this study is to explore the effects of using graphic teaching and rhythmic chants on first grade students learning of the alphabet. The learning effects contain immediately learning achievements and the delayed posttest. This research was conducted by adopting quasi-experimental design and nonequivalent pretest and posttest groups. The subjects of this study were 57 students from two first grade classes in the same elementary school. After obtaining the consent of the two homeroom teachers, one class was conducted using the Graphic Teaching and Rhythmic Chants Alphabet Teaching Method, while the other was conducted the traditional alphabet teaching method. The experimental teaching period lasted four weeks and included seven classes. After the entire experimental teaching process was completed, the researcher used the pretest as covariate and the posttest as the dependent variable to proceed with the ANCOVA analysis.

The conclusions of this study are as follows:
1. Using graphic teaching and rhythmic chants to teach the alphabet can significantly improve
the learning achievement of the alphabet in low-grade and average-grade groups. And it also can promote the delayed posttest of alphabet learning achievement in low-grade group.
2. Using graphic teaching and rhythmic chants to teach the alphabet can effectively diminish the
students’ individual differences.
3. Most students have a positive attitude towards the Graphic Teaching and Rhythmic Chants
Alphabet Teaching Method and believe this method can help them to learn alphabet. Students
who learned the alphabet using graphic teaching and rhythmic chants were also more likely to
review the alphabet after class compared to before.
Based on these findings, the resarcher further discussed on the topic of Graphic Teaching and Rhythmic Chants Alphabet Teaching Method, and made a few suggestions to the teachers to the benefits of both teaching and research purposes.

並列關鍵字

English alphabet teaching ； graphic teaching ； rhythmic chants ； learning effects

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