運用工作站學習法轉化國中九年級學生英語文法學習之行動研究

本研究目的在於設計規劃國中九年級文法工作站課程，了解以「工作站學習法」實施國中九年級英語文法教學後，學生的學習態度與成效，並針對研究過程中之行動與結果進行省思，提出建議。研究方法採用行動研究法，研究者即教學者，研究對象為澎湖縣某國中27位九年級學生，研究者設計「現在完成式」、「被動語態」兩個文法工作站課程，透過學生回饋單、學生訪談、觀課教師紀錄、教師省思札記、研究者編製之學校英語學習態度量表、學習評量等資料，分析歸納得出研究結論如下：一、工作站學習法能增加學生學習興趣，願意參與課堂，但應注意對高成就學生提供延伸學習機會。二、工作站學習法能讓學生化被動為主動，從中獲得成就感。三、工作站學習法能讓學生加深學習印象，提升學習成效。四、學生缺乏自律和責任心，會影響工作站的成效。五、工作站學習法讓教師重新檢視教學者的角色，增強課程設計能力。依據結論與本研究不足之處，提出數個建議給教學者及未來研究者，做為參考。首先，鼓勵教師們運用此法進行英語文法教學，能提升學生興趣與參與程度，對於學習成效也有助益。工作站需要準備的教材甚多，建議教師找尋志同道合的夥伴，共組備課團隊；再者，建議未來的研究者能比較以不同教學方法教授同個文法主題的學習成效，並邀請專家學者審核學習評量、編製符合工作站與文法學習特性之學習態度量表，以提高測量的效度。另外，教師在規劃課程前，可先行測驗學生為何種類型的學習者、選擇適合學生的策略和媒材，並採用異質分組，以小組競賽方式，提高同儕約束力。

關鍵字

工作站學習法；英語文法教學；學習態度；學習成效

並列摘要

The purposes of this research were to develop the grammar learning stations for the ninth graders in a junior high school, examine the students' learning attitudes and effectiveness after the implementation of Learning Stations, and reflect on the actions and results during the process, as well as offer possible suggestions. This research adopted Action Research. The researcher was the teacher herself. The research participants were 27 ninth-grade students in a junior school in Penghu County. The researcher designed the grammar learning stations based on two grammar topics: Present Perfect and Passive Voice. Through the students' feedback, student interview, class observation, teacher's reflection note, the scale of learning attitude toward school English learning compiled by the researcher, learning assessment, and other materials, the analysis concluded as follows: 1. Learning Stations could increase students' interests and participation in learning; However, attention should be paid to provide extended learning opportunities for high achievers. 2. Learning Stations could turn students from passive learners into active learners, and gain a sense of accomplishment. 3. Learning Stations could deepen students’ learning impression and enhance their learning effectiveness. 4. Students’ lack of self-discipline and sense of responsibility would affect their learning effectiveness. 5. Learning Stations allowed teachers to re-examine the role as a teacher and enhance the ability of curriculum design. Based on the conclusions and the deficiencies of this research, several suggestions are put forward for teachers and other researchers for reference. First, encourage teachers to use Learning Stations in English grammar instruction because it could increase students' interests and participation in learning, along with learning effectiveness. Teachers might find partners to form a team for lesson preparation; Besides, invite experts and scholars to review the assessment and compile a learning attitude scale that meets the characteristics of Learning Stations and grammar instruction for improving validity. In addition, before planning the curriculum, teachers might test what type of learners the students are, choose strategies and media suitable for the students, and use heterogeneous groupings to improve peer learning through group competitions.