互動式電子白板在閩南語教學上的運用

Applying Interactive Electronic WhiteBoard on the Teaching of Minan Language

張畹蚯(Wan-Chiu Chang)

指導教授 ： 鄭明長

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2014年)

https://doi.org/10.6346/NPUST.2014.00060

摘要

本研究旨在探究，當國小閩南語(Minan Language)課程運用電子白板（Interactive Electronic WhiteBoard）融入教學現場對學童在學習成效與學習態度之影響。研究方法採準實驗不等組前後測設計，以學習成效測驗卷、學習態度量表、和半結構式訪談作為研究工具。受試學童樣本以高雄市某國小三年級，四個班級共100位學童。實驗組使用康軒（Kang Hsuan）出版社之閩南語教科書與其所開發的互動式光碟教材為主、並配合電子白板來實施；對照組為傳統教學方式，以黑板、語詞卡、海報等為主要之教學工具。教學前先實施前測，然後進行八週實驗教學，每一週一節課，八週教學後再施以後測，以探討電子白板融入閩南語教學上是否有差異。研究結果呈現，在學習成效兩組前測非常接近，經單因子共變數分析兩組在後測的校正平均數達顯著差異，顯示實驗組學習成效表現優於對照組。在學習態度，兩組在「閩南語學習的信心」、「閩南語學習的動機」、和「閩南語學習的焦慮」三個分量表中皆達顯著，表示實驗組在使用電子白板融入閩南語學習後表現優於對照組學童。最後，謹就研究結果提出三個層面建議：對閩南語教學工作者、對閩南語推廣、對未來研究等，以供給教育行政機關、學校、教師以及未來研究作為參考之用。

關鍵字

電子白板 ； 國民小學 ； 鄉土語言 ； 閩南語 ； 閩南語教學

並列摘要

This study aimed to explore the impact of children's learning and learning attitude when Minnan Language courses of elementary school integrate Interactive Electronic WhiteBoard with teaching. It used the nonequivalent quasi-experimental as the research method and used the writing test of effectiveness in learning, learning attitude scale, and semi-structured interviews as research tools . Test samples were 100 third graders in four classes of an elementary school in Kaohsiung. The treatment group took Kang Hsuan publishers’ textbooks and the Taiwanese interactive CD-based materials, and matched up with IEWB to implement it; The control group was taught under traditional methods applying the same textbook with blackboard, word cards, posters, and so on to be the main teaching tools. The researcher implemented pre-test before teaching, and then took post-test after providing eight weeks, and eight classes of experimental teaching facilities to investigate whether there are differences when integrating IEWB in Taiwanese teaching. The research results presented that two sets of pre-test were very close on learning effectiveness, and the ANCOVA analysis of the two groups was significant in the post-test average calibration, which express suggests that the learning performance of the treatment group is better than that of the control group. For learning attitude, the two groups were both significant in all three subscales of "confidence on learning Minnan Language", "motivation to learn Minnan Language", and "the anxiety of learning Minnan Language", which means that the treatment group outperformed than the control group after using IEWB to integrate with learning Minnan Language. In the semi-structured interviews revealed that students hands-on operation of IEWB was beneficial to enhance the learning effects. Finally, the researcher suggested further three levels in the study finding for Minnan Language teachers, Minnan Language promotion, and future researchers in order to provide reference to educational authorities, schools, teachers, and future studies.

並列關鍵字

interactive electronic whiteboard ； elementary school ； native language ； minan language ； minan language ； minan language teaching

參考文獻

王俊卿（2010）。運用互動式電子白板融入國小二年級數學科分數教學成效之研究。國立臺北教育大學理學院數學教育研究所碩士論文，臺北市。未出版。

謝宇笙、吳博雅（2013）。運用互動式電子白板系統於國小六年級數學學習成效之研究－以數列與圖形序列單元作為補充教材教學為例。International Journal of Science and Engineering，3(3)，59-67。

賴暄頤（2010）。探討互動式電子白板教學與直接教學對中度智能障礙學生分數學習成效差異之研究。中原大學特殊教育學系碩士班，桃園縣。未出版。

陳彥君（2010）。互動式電子白板融入數學領域對國小高年級學生學習動機與成效之研究。國立臺南大學教育學系課程與教學碩士班。

黃郁婷（2010a）。互動式電子白板融入國小語文科摘取課文大意之研究 。臺南科技大學通識教育學刊，9，105-122。