國小五年級英語補救教學之行動研究

An Action Research on English Remedial Teaching for the Fifth Graders in Elementary Schools

李靜雯(Chung-Wun Lee)

指導教授 ： 蔡清田

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

本研究旨在以行動研究法規劃與執行國小五年級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，並討論學生在語文素養上的轉變。本研究問題如下：
一、瞭解學童在英語學習上所遭遇的困難為何？
二、規畫國小五年級英語補教教學之行動研究過程與省思？
三、執行國小五年級英語補救教學之行動研究過程與省思為何？
四、評鑑國小五年級英語補救教學之行動研究實施成效與省思為何？
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，依文獻的教學策略進行規劃英語補救教學的行動方案。與合作夥伴共同討論行動方案的優缺點，經反省與修正，執行行動研究方案。執行期間運用合作學習策略，促進學生對於英語的聽說能力、字母拼讀、句型文法辨識的概念發展並協同學習，讓有學生適當的對話練習機會並協助學生搭建學習鷹架。評鑑後發現學生，不管是在字詞、句子或常用句的聽、說與辨識能力均有進步，能有效運用聽說能力進行簡易的溝通；對於拼讀與拼寫的能力上，學習成效較不明顯，仍有改善的空間。研究結束後，發現學生在英語的學習行為仍持續正向且積極的學習態度。透過合作夥伴的分享，也發現學生能在其他科目的學習上，運用補救教學活動中習得的學習與解決問題。在語文素養上，英語補救教學有助於學生在基本的英文知識、能力與學習英語的態度上的進步。顯示本研究的行動研究方案能有效提升學生的語文素養，解決學生在學習英語所碰到的困難。

關鍵字

語文素養 ； 行動研究 ； 英語補救教學

並列摘要

The major purposes of this study were to plan and execute in the English remedial teaching for the fifth graders and to assess the effects of the project. It aims to overcome the difficulties of English remedial teaching for the fifth graders with low achievement in English learning as well as to explore the students’ transformation on literacy proficiency.
The research questions were listed below:
1. What were the difficulties the students encounter on learning English?
2. What were the action research processes and reflections on how to develop English remedial teaching in elementary schools?
3. What were the action research processes and reflections on carrying out English remedial teaching in elementary schools?
4. What were the the action research effects and reflections on how to evaluate English remedial teaching in elementary schools?
The study presents the students’ English-learning problems based upon literature reviews、pre-tests、interviews and situational analysis. According to the teaching strategies of literatures, we can scheme out an action research project of English remedial teaching. The partners work together to discuss the strengths and weakness and then execute the action research with reflections and modifications. With the concepts of learning community and the strategies of cooperative learning, it upgrades the students’ abilities of listening、 speaking and phonics as well as helps the students develop the distinguishing concepts of sentence patterns and grammars. It also provides the students the appropriate opportunities of conversations and helps the students build the learning scaffold. After the assessments, the students make progresses on listening、speaking and distinguishing abilities of vocabularies、sentences and frequently used sentences. They can do simple communications by utilizing listening and speaking abilities. The learning effects of spelling and writing abilities are not significant. There is still much to be improved. After the research, the students still present positive and active learning attitudes on learning English. They also apply the concepts of learning community on other subjects learning to perform cooperative learning and problem-solving through partnership sharing. Regarding literal proficiency, utilizing the concepts of learning community helps the students make progresses on English knowledge、English abilities and English-learning attitudes. The action research can effectively upgrade the students’ literal proficiency and solve the problems the students encountered while learning English.

並列關鍵字

literal proficiency ； action research ； English remedial teaching

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