繪本閱讀結合情境教學法進行造句教學之行動研究—以國小一年級為例

An action research on using picture books reading with Situated Teaching in sentence construction learning for the first graders

洪津嫚(Jin-Man Hong)

指導教授 ： 林永豐

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2014年)

摘要

本研究以繪本閱讀結合情境教學法為研究主軸，以一年級學童為對象，依據不同繪本主題和情境教學法的原則發展造句教學。並藉由課程方案的實施，評估課程實施之成效。
研究目的為：透過繪本閱讀結合情境教學法進行造句教學之課程實施，並藉由一年級學童的觀察、學習單成果和語文測驗，輔以量化和質性資料，探討一年級學童學習造句的成效及語文能力的發展。由課程發展所遭遇之問題、規劃、設計、實施及評鑑行動方案之成效及省思，以達成課程發展之目的，作為日後實施繪本閱讀和造句教學課程之參考。
本研究結論如下：
壹、繪本閱讀結合情境教學法對學生的造句寫作表現有正面影響：研究者在各單元以寫作分析表格探討學童的造句商數表現，發現繪本閱讀結合情境教學法可以提升造句寫作表現的素質；多元活潑的學習情境也增加可遷移性。
貮、繪本閱讀結合情境教學法對學生的閱讀及寫作興趣有正面影響：在研究過程的前後以問卷方式輔以訪談和觀察，發現繪本閱讀結合情境教學法能提升學生閱讀興趣，產生課後的主動學習。同時繪本閱讀結合情境教學法也能提升學生寫作興趣，活動中藉由統一原則結合學童生活經驗中的認知和情感，使學童願意在其他的場合動手寫出自己的生活記錄或是情感，因此不再畏懼閱讀及寫作。
參、繪本閱讀結合情境教學法對學生的部分語文能力有正面影響：研究者在研究前後以中華國語文能力測驗對學童進行施測，發現繪本閱讀結合情境教學法可以提升學生「詞彙」和「重組」的能力。但教學活動對其他方面的語文能力則無顯著影響，因此繪本閱讀結合情境教學法是否能深層化語文涵養仍有疑慮。
最後，根據本研究之結論，分別對繪本閱讀結合情境教學法進行造句教學課程之語文教學實務和未來後續提出建議。

關鍵詞：繪本閱讀、情境教學法、造句教學

關鍵字

造句教學 ； 情境教學法 ； 繪本閱讀

並列摘要

This study is focused on picture books reading with Situated Teaching in sentence construction learning for the first graders. The sentence construction learning curriculum was developed by incorporating picture books with different topics and Situated Teaching principles. After implementing the courses, the effectiveness of the curriculum has been evaluated.
In order to discuss the effectiveness of the first graders’ sentence construction learning and the development of literacy abilities, the sentence construction learning curriculum was conducted through picture books reading with Situated Teaching. The discussion contain quantitative and qualitative data including the observation field notes, the achievement of working sheets, and The Chinese Language Abilities Test. For the purpose of curriculum development, the results also contain the discussion of problems arose during the experiment, and the efficiency and the reflections of the planning, the design, the implementation and the assessment. The outcome of this study will provide useful references for future implementation of picture books reading with Situated Teaching in sentence construction learning curriculum .
The conclusions of this study are categorized into three directions:
I. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ sentence construction writing performance: researcher used writing analysis forms to probe the performance of students’ sentence construction quotient in every units, and found picture books reading with Situated Teaching in sentence construction learning could enhance the quality of writing performance; the multivariate and lively learning situation could also increase the transferability.
II. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on students’ writing and reading interests: researcher applied questionnaires, observation field notes and interview transcripts before and after the action research, and found picture books reading with Situated Teaching in sentence construction learning could arouse students’ reading interests. Students would learn by themselves after school. Picture books reading with Situated Teaching in sentence construction learning could also enhance students’ writing interests, by the combination of cognition and emotions of students’ life experiences in activities, students would be willing to take the initiative to write their life records and emotions in another fields. Students will not fear reading and writing anymore.
III. Picture books reading with Situated Teaching in sentence construction learning has a positive impact on parts of students’ Chinese abilities: applying The Chinese Language Abilities Test before and after the action research, researcher found picture books reading with Situated Teaching in sentence construction learning could enhance the Chinese abilities of vocabulary and sentence construction, in addition to the literacy subtask. Therefore, picture books reading with Situated Teaching in sentence construction learning could deeply acculturate language accomplishments was still questioned.
In accordance with the conclusions of the study, suggestions and recommendations are presented respectively for how to apply picture books reading with Situated Teaching in sentence construction learning curriculum, how to teach literacy, and how to conduct future researches.

Keywords: picture books reading, Situated Teaching, sentence construction learning

並列關鍵字

sentence construction learning ； Situated Teaching ； picture books reading

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