本研究旨在探討運用全英語授課對國小三年級學童學習成效之影響。本研究採用行動研究法,研究對象為興興國小(化名)32名三年級學童,研究時間為期16週,每週兩節課,每節課40分鐘。資料蒐集分為質性和量化資料兩部分,質性資料有:教學省思札記、教學觀察紀錄表和學生學習單;量化資料有調查全桃園市三年級英語授課教師使用英語授課比例以及三年級英語期中、期末考考卷。 本研究之研究結果為: 一、全英語授課教學歷程對於國小三年級學童聽力能力無顯著影響。 二、全英語授課教學歷程對於國小三年級學童口說能力有顯著影響。 三、全英語授課教學歷程對於國小三年級學童閱讀和書寫能力無顯著影響。 四、學生對於全英語授課是有興趣的,對於課程的抱持著期待。 研究者根據以上研究成果,提出教學和未來研究方法的建議,以供參考。
The purpose of the action research is to improve the 3rd graders’ listening, speaking, reading and writing learning outcome by English as Medium of Instruction. This research adopted the action research method, thirty-two third graders from SingSing Elementary School(anonymous).The study period lasted for 16 weeks, twice a week and 40 minutes per lesson. Data collection included qualitative data and quantitative data. Qualitative data included researcher’s reflection journal, the record sheet of teaching observation and student worksheets and. Quantitative data included the survey of 3rd grade English teachers in Taoyuan City using the proportion of English as Medium of Instruction and the exam of midterm and final exam. After inducting and analyzing, there are four findings: 1.No significant difference was found in listening ability. 2.Speaking ability is significant.. 3.No significant difference was found in reading and writing ability. 4.Students are interested in the courses and enjoy the courses. Base on the findings of this research, suggestions are provided for the teaching and further research as reference.