- 學位論文
英語字母拼讀法融入學習策略對學習成效之影響－以國小五年級為例
A Study on the Impacts of Teaching Phonics in 5th Grade With Learning Strategies Into Learning Efficiency -Take 5th Grade Students as an Example
摘要
本研究旨在探討於國小五年級學生實施英語字母拼讀法融入學習策略教學對學生學習成效之影響，並依據研究結果提出具體建議，以供教育單位或實施字母拼讀法及學習策略教學之教師及未來研究者作為參考。為達成研究之目的，以國小五年級學生共兩個班級為研究對象，一個班為實驗組，實施英語字母拼讀法融入學習策略教學；另一個班為對照組，實施一般字母拼讀法教學，並採取準實驗研究法。本實驗為期八週共十六節課，實驗教學前進行「語言學習策略量表」測驗，在每個單元的實驗教學前後分別進行學習成效測驗之前後測；並以獨立樣本t檢定、相依樣本t檢定、單因子共變數分析進行資料的分析討論。本研究結果歸納如下： 一、實驗組與對照組學生在學習成效測驗的表現皆優於前測 二、實驗組在學習成效測驗上的表現優於對照組 三、不同基本變項對學生學習成就的影響有所差異 四、不同學習策略的學生在學習成效的表現上有所差異
並列摘要
The purpose of this research is to explore the impact of Phonics and learning strategy teaching on students' learning efficiency in fifth grade elementary school, and to make specific suggestions based on the research results for the reference of education units, teachers or future researchers who implement Phonics and learning strategy teaching. To achieve the goals of the research, the researcher adopts quasi-experimental research methods. Two classes of the fifth-grade students in elementary school are the research objects, one class is the experimental group, which implements Phonics and learning strategy teaching; the other class is the control group, which carries out traditional Phonics teaching. This experiment lasts for eight weeks, sixteen lessons in total. Before the experiment, the “Strategy Inventory for Language Learning” will be evaluated. Before and after each lesson of the research, the teacher's self-edited tests will be used for pre- and post-test. Independent sample t test, dependent sample t test, and single factor covariate analysis are used for data analysis and discussion. The results of this study are summarized as follows: 1. The performance of the experimental group and the control group on the learning efficiency post-test is better than the pre-test. 2. The performance on the learning efficiency test of the experimental group is better than the control group. 3. The impact of different basic variables on students' learning efficiency is different. 4. Students with different learning strategy ability performance differently on the learning efficiency test.