以英語圖像故事記憶模式提升國小五年級英語低成就學生字詞學習成效之補救教學應用研究

Using Pictorial Story Based English to Improve Fifth Grade English Words Underachievers Learning in Remedial Teaching

陳于倩(Yu-Chien Chen)

指導教授 ： 梁錫卿

朝陽科技大學/資訊學院/資訊管理系/碩士(2013年)

摘要

本研究旨在探究以英語圖像故事記憶模式應用在英語字詞補救教學對英語低成就學生字詞學習是否能提升學習成效，並探究參加補救教學學生英語學習態度情形。本研究之研究對象為彰化縣4所五年級英語低成就學生，共39名，在14週補救教學期間，學生接受每週1次，共10次，每次40分鐘英語圖像故事記憶模式字詞教學；每次5個英語字詞，共50個。參與補救教學的學生，在教學前接受5個英語字詞填空前測驗，教學後接受後測驗；第1次教學後，於教學前進行保留測驗。最後在第14週進行50題選擇題英語字詞學習成效總測驗及學習態度問卷調查。研究結果發現：(1)學生的英語字詞前後測平均答對題數有進步；(2)補救教學結束後，學生的總英語字詞認字測驗有進步；(3)學生在學習態度方面，「主動學習」「專注力」、「興趣」、「自信心」的態度表現有提升。以上結果顯示，英語圖像故事記憶模式應用在英語字詞補救教學有助於提升國小五年級低成就學生認字與拼字能力，對學習方法及學習態度有正面影響。因此，本研究的研究結果，可以提供英語補救教學應用英語字詞教學時參考。

關鍵字

學習成效 ； 補救教學 ； 圖像故事 ； 遊戲式數位教學

並列摘要

This study aimed to explore whether or not the “Pictorial Story Based English” applied in remedial English teaching improve the learning effectiveness of underachievers’ word learning and explore the attitude of remedial teaching students towards English teaching. The research participants include underachievers of fifth grade English classes in four elementary schools in Chunghwa County, a total of 39 students. During the 14-week remedial teaching period, the students attended the word teaching class through the “Pictorial Story Based English” once a week, a total of 10 sessions, and five English words were given each time, a total of 50 words. The students that participated in the remedial teaching answered five “fill in the blanks” questions in the pre-test and took the post-test after the teaching. After the first teaching, a retention test was conducted before the teaching. On the fourteenth week, the general test for English word learning effectiveness consisting of 50 questions and the questionnaire survey for learning attitude were conducted. The results show that: (1) The students showed improvement in the number of correct answers in the pre-test and post-test of English words; (2) At the end of the remedial teaching, the students showed improvement in the general test for English word recognition; (3) The students showed improvement in attitude performance, specifically in “active learning,” “attention” “interests” and “self-confidence.” The above results indicate that the “Pictorial Story Based English” applied in the remedial teaching of English words indeed improve the fifth grade underachievers’ word recognition and spelling proficiency, which in turn had a positive impact on their learning method and learning attitude. Hence, the results in this study shall serve as a reference for English remedial teaching applied in English word teaching.

並列關鍵字

Pictorial StoryGame-Based E-Learning ； learning effectiveness ； remedial teaching

參考文獻

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