英語字母拼讀法與互動式電子白板輔助教學應用在國小英語補救教學之研究 摘要 本研究旨在了解「英語字母拼讀補救教學與互動式電子白板輔助教學」對國小中年級英語低成就學生的學習成效與學習態度之影響;再者,探討英語低成就學生在「英語字母拼讀補救教學與互動式電子白板輔助教學」後對此教學之看法與評價。 本研究採單組前後測實驗設計,以陽光國小七位中年級英語低成就學生為研究對象,採「相依樣本t考驗」及「皮爾森積差相關」分析學生英語認字能力、拼字能力、音韻覺識能力與學習態度之改變。為彌補問卷調查之不足,兼採質性訪談作為資料分析的佐證。 本研究結論如下: 一、「英語字母拼讀補救教學與互動式電子白板輔助教學」能促進英語低成就學生之英語學習成效。 二、「英語字母拼讀補救教學與互動式電子白板輔助教學」能提升英語低成就學生之英語學習態度。 三、英語「音韻覺識能力」分別與「認字能力」、「拼字能力」呈現高度顯著相關,顯示英語「音韻覺識能力」得分較高,其英語「認字能力」及「拼字能力」也有較好的表現。 本研究依據發現與結論提出建議,以供學校行政、國小教師及未來研究參考。 關鍵字:英語字母拼讀法、互動式電子白板輔助教學、補救教學
A study of phonics and IWB-assisted English remedial instruction in an elementary school ABSTRACT The main purposes of the study are as follows: 1. To understand the impacts of phonics teaching and Interactive Whiteboard (IWB)-assisted English remedial instruction toward English underachievers, intermediate-graders from an elementary-school, on their learning outcomes and attitudes. 2. To explore opinions of English underachievers on phonics teaching and IWB-assisted English remedial instruction. A single-group pretest and posttest experiment was conducted in the study. There were 7 English underachievers, intermediate-graders in Sunshine Elementary School, participated in the research. The data, English word recognition, spelling, phonemic awareness proficiency and English learning attitudes, were analyzed by paired sample t-test and Pearson's product-moment correlation coefficient analysis. To compensate the insufficiency of the survey, interviews were done as corroboration of the data analysis. The findings of the study are as follows: 1. Students, English underachievers, promoted their English learning outcomes after phonics teaching and IWB-assisted English remedial instruction. 2. Students, English underachievers, improved their English learning attitudes after phonics teaching and IWB-assisted English remedial instruction. 3. The proficiency of English phonemic awareness was significantly associated with word recognition proficiency and spelling proficiency separately. Finally, based on the findings of the study, suggestions were offered for school administrations, elementary school teachers and futher researches. Keywords: Phonics; Interactive whiteboard (IWB); Remedial instruction