桌上遊戲應用於國中英語教學之研究

A Study on Tabletop-Game-Integrated English Instruction in a Junior High School

黃思閔(Huang Szu-Min)

指導教授 ： 郝永崴

國立臺灣師範大學/教育學院/教育學系/碩士(2020年)

https://doi.org/10.6345/NTNU202001182

摘要

本研究旨在探討國中八年級學生對桌上遊戲的看法，以臺北市某完全中學國中部八年級某班共十八位學生為研究對象，採前實驗研究法之單組前後測設計進行。教學內容以國中英語課本第四冊的前三課為主軸，將桌上遊戲融入於英語課的教學，進行為期五週的教學活動。本研究以實驗前、後測的態度問卷施測結果為依據，探討學生對於桌上遊戲的態度，發現桌上遊戲融入英語教學活動後，八年級學生對桌上遊戲的態度有顯著改變，特別是中分組學生。並且在分析與歸納課堂觀察紀錄、課後教學省思札記、教學意見調查表與學生個別訪談記錄等質性資料後，發現學生對桌上遊戲的態度變得更正向，認為桌遊可以讓課堂氣氛融洽，減少學習壓力，增加同儕互動，並可提升學習動機與課堂投入度。同時發現在實驗過程所使用的五種桌遊類型中，學生較喜歡規則簡易、與同儕互動機會多的派對類桌遊。本研究不僅使研究者更精進且活化教學，也提醒研究者需協助學生面對及改善學習英語的問題。此次桌遊融入英語教學的經驗與建議亦提供給其他教師、行政人員與未來研究者參考。

關鍵字

桌上遊戲 ； 遊戲式學習 ； 英語教學 ； 桌遊類型

並列摘要

The purpose of this study was to explore how the eighth graders felt about tabletop games after thery were integrated into English instruction. The adopted research method was the pre-experimental design. The participants were 18 eighth graders in the junior-high department of a public complete high school in Taipei. The five-week tabletop-game-integrated English instruction was based on the first three units of Book Four of the Hanlin English textbook. The researcher provided the students with an attitude survey before and after the experiment, analyzed the data, and found that the students changed their attitudes toward tabletop games significantly after the experiment, especially for the middle-level achievers. Based on varieties of the qualitative data including the teacher’s classroom observations, teacher reflection journals, students’ evaluation of the class and interviews, the findings indicated that the students’ attitudes toward tabletop games were positive. The students felt that the tabletop games not only made the class atmosphere better but also helped reduce their pressure of learning. Peer interaction, students’ learning interests, and class engagement were also promoted. In addition, the eighth graders preferred the interactive party games which had easier rules among the five different types of tan tabletop games. What’s more, the study not only encouraged the researcher to improve instruction but also reminded the researcher to help students face and solve their difficulties of learning English. Also, the implications of the study and the suggestions for tabletop-game-integrated English instruction were provided for other teachers, administrators, and researchers who are interested in the topic.

並列關鍵字

tabletop games ； game-based instruction ； English Instruction ； board games types

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