以讀者劇場進行英語補救教學之行動研究

張薰尹(CHANG,HSUN YING)

指導教授 ： 蔡清田

國立中正大學/教育學院/教育學研究所/碩士(2015年)

摘要

本研究旨在以行動研究法規劃與執行以讀者劇場進行英語補救教學之研究方案，及評鑑方案實施之成效。以解決五年級英語低成就學生在國小英語補救教學上所遭遇的困難，並討論學生在經過以讀者劇場進行英語補救教學之後的轉變。本研究問題如下：
一、透過情境分析低成就學生未能達成英語基本能力之原因為何？
二、如何執行以讀者劇場進行英語補救教學行動方案之規劃？
三、執行以讀者劇場進行英語補救教學行動方案之實施歷程為何？
四、以讀者劇場進行英語補救教學行動方案之評鑑成效為何？
本研究透過文獻探討、前測、訪談與情境分析發現學生在英語學習上的問題，並規劃以讀者劇場為教學策略進行英語補救教學的行動方案；執行期間經過反省與修正之行動研究方案。執行期間運用以讀者劇場進行朗讀合作學習，讓學生藉由讀者劇場大量練習開口說英文。評鑑後發現學生，在字詞、句子的聽、說與辨識能力均有進步，並能有效運用聽說能力進行簡易的溝通；對於單字拼寫的能力上，學習成效較不明顯，仍有改善的空間。研究結束後，訪談學生時發現學生在英語的學習轉為積極的學習態度。透過與合作夥伴的分享，也驚訝於學生能在朗讀發表時有很大的進步。顯示本研究的行動研究方案：以讀者劇場運用於英語補救教學能有效幫助學生習得英語補救教學基本學習內容。

關鍵字

行動研究 ； 英語補救教學 ； 讀者劇場

並列摘要

This study is an action research of English Remedial Teaching by using Readers’ Theater to evaluate and implement to the school English programs’ effectiveness. The result is to solve the difficulties in English Remedial Teaching programs with low-achieving students in fifth grade English in the elementary school and discuss students’ changes after English Remedial Teaching programs by using Readers’ Theater.

The research questions are as follows:
1. Through situational analysis, the research try to figure out why do low-achieving students failed to reach their basic English skills?
2. How does the research perform Readers’ Theater for planning action proposals in English Remedial Teaching programs?
3. What’s the practical progress by using Readers’ Theater for planning action proposals in English Remedial Teaching programs?
4. How’s the effectiveness of the program by using Readers’ Theater for planning action proposals in English Remedial Teaching programs?
Through literature review, pretest, interviews and situational analysis, the research found that the problems students had encountered in English learning, and had planned using Readers’ Theater as a teaching strategy for planning action proposals in English Remedial Teaching programs. During execution, the proposals of action research had amended through multiple reflection and edition. The use of Readers’ Theater can help the students in cooperatively read-aloud learning and speak English in a great quantity of practice. After the evaluation, the research found that students’ English skills of listening and speaking of words/sentences have progressed, and also they can effectively process easy conversation by using their skills of listening and speaking. However, there’s a room for improvement for the ability of spelling words; the learning effect is less obvious. After the study, through interviewing, the research also found that the students have more active learning attitude. By sharing with research partners, it is surprised that the students have made great progress in read-aloud presentation. Research has approved that action research program: by using Readers’ Theater in English Remedial Teaching programs, it can be effectively used to improve students' basic English learning contents in English Remedial Teaching.

並列關鍵字

action reasearch ； English remedial teaching ； Readers'theater

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