英語科phonics教材選用規準與實際應用成效之研究

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題名:
英語科phonics教材選用規準與實際應用成效之研究
著者: 孫蕙文; Sun, Hui-wen
謝麗雪; Hsieh, Li-hsueh; 國民教育研究所
主題: 字母拼讀法; 英語教材; 選用規準; 國小英語; phonics; English textbook; selection criteria; elementary English
描述: 本研究旨在發展phonics教材選用規準，以及呈現國小英語教師、英語師資班學員在phonics教材選用及設計上之認知。Phonics教材選用規準信效度之發展歷程如下：在效度方面，首先以文獻探討為基礎，分析適用於評鑑phonics教材之項目，再根據十位語言學、英語教學、閱讀教學方面的專家學者，與六位英語教師的建議，加以修改、充實選用規準。在信度方面，是根據六套phonics教材的試評結果求評分者信度。在phonics教材選用規準發展的同時，研究者將部份規準內容轉化為問卷，以立意抽樣的方式，選取高雄市國小英語教師，與在台南師範學院、屏東師範學院、高雄師範大學就讀之英語師資班學員為研究樣本，以普查的方式進行問卷調查，並以卡方考驗分析其對於phonics教材選用及設計之認知。本研究的結論主要有以下三方面：壹、 Phonics教材選用規準一、評鑑內容是以當代有意義的phonics學習方法之文獻探討為基礎。二、依評鑑項目的重要性給予不同的分數控制，以利教材評鑑者評鑑出具有良好phonics特質的教材。三、評鑑項目分類名稱應能讓教材評鑑者一目瞭然，初步掌握接續的評鑑內容，並適用於所有的phonics教材。四、同類的評鑑細目應合理的歸類在同一評鑑項目下，同時評鑑項目與細目之間應彼此互斥，以免造成重覆評鑑。五、評鑑細目是以肯定、清楚、充分、客觀的敘述表示，並易於評鑑。六、評鑑細目的數量勿過多，以免降低教材評鑑者使用的意願，以及給予教材設計者過多限制。七、注重適合台灣情境的評鑑細目。八、本規準對phonics教材選用係為一適切的工具。貳、 Phonics教材設計一、重視學習活動的安排。二、著重聽音、讀音與簡單易行、有意義的活動設計。三、注重輔助材料的實用性。四、慎選字母(群)與其相對發音之練習單字。五、有趣、多樣化、與學生生活經驗相關連的簡易短文故事設計。六、選擇簡單、實用、有效、充分的字母與其相對發音項目。七、遵守簡單、易學、實用、分量適中的教材設計。參、Phonics教學現況一、 Phonics教學有其正面的學習價值與成效。二、依學生年齡、程度給予適當的phonics教學。三、英語教學時數、教材經費、學生人數限制phonics的教學。四、教師的專業素養影響phonics教學的動機與成效。根據以上結論，研究者的建議如下：壹、適合台灣情境的phonics教材設計一、聽、說、讀、寫的綜合學習活動與複習項目。二、正確發音、自然優美語調、說話速度適中的錄音帶製作。三、具規則、分量適中、以學童所熟悉的字母群與其相對發音之單字選擇。四、明瞭易懂、提供有效教學方法的教師手冊。五、由整體到細部到整體的教學安排。六、實用、多樣化的輔助教具。七、由簡入深的字母群與其相對發音的順序。八、色彩搭配得宜、能引起學習動機、能輔助短文理解的插畫與單字繪圖。九、重要及充分的字母群與其相對發音範圍。十、有趣、簡短、有意義的短文及故事。十一、分量適中的教材設計。貳、國小英語課程規劃一、增加英語教學時數。二、安排phonics教學課程。三、增加phonics教材預算。參、Phonics教學方法的師訓課程設計一、增加phonics教學方法的師訓課程。二、加強phonics教學的教育實習。肆、後續研究一、閱覽文獻中的相關研究。二、增加專家學者、規準試評人員的人數及廣泛收集市售之phonics教材。三、Phonics規準中評鑑項目與細目的刪增。四、擴大調查樣本人數，搜集有關phonics教材優缺點的資料。
This study aimed to develop phonics textbook selection criteria and to present the analysis of English teachers’ point of views of the phonics textbook designs and the items that are influential to their selection decisions. The researcher intended to provide some implications for English teachers, phonics textbook designers and the English teacher training course designers. The validity of phonics textbook selection criteria was developed based on literature review and the suggestions of ten scholars whose specialties were at linguistics, reading and English teaching methodology and those of six elementary English teachers. The reliability was obtained from the interjudge reliability of six phonics textbooks. The results showed that both phonics student textbooks and the whole set of phonics textbooks reached .001 significance. In addition, part of the phonics textbook selection criteria was transformed to the questionnaire to investigate the opinions about phonics selection and designs from English teachers of different background. The samples were chosen from all the Kaohsiung elementary English teachers and the students that studied English teaching courses at Tainan Teachers College, Pingtung Teachers College and Kaohsiung Normal University. χ2 test showed that some items reached .05 or .01 significance. According to the results of this study, the main conclusions were shown in the three fields as follows: 1. Phonics textbook selection criteria (1) Phonics textbook selection criteria should be based on the literature review of current phonics teaching methodology. (2) There should be different scoring systems among different criteria for the evaluators to choose textbooks of good characteristics. (3) The titles of each evaluation category should be clear enough and be applied to every phonics textbook. (4) The category and the items under each category should be contradictory to each other. (5) Each item should be clearly, positively, sufficiently and objectively illustrated and be easily evaluated. (6) The numbers of the evaluation items should not be too many lest evaluators be unwilling to use the criteria. Besides, too many items may leave too much limitation for textbook designers. (7) The items should be suitable to the educational systems in Taiwan. (8) Phonics textbook selection criteria of this study is a proper tool for evaluating phonics textbooks in Taiwan. 2. Phonics textbook designs (1) Phonics learning activities are the most important parts for designing phonics textbooks. (2) Listening, sounding out and the characteristic of “easy to do” should be the focus of activity design. (3) Useful supplementary materials should be added. (4) Words for practice in each unit should be carefully selected. (5) The story should be easy, short, interesting, of different subjects and related to children’s experiences. (6) Careful selection of simple, useful, sufficient, high frequent orthographic elements is necessary. (7) The design of phonics textbook should be simple, useful, easy to learn and of proper quantity. 3. Current phonics teaching situations and the opinions of the usage of phonics textbooks. (1) Phonics teaching is valuable. (2) Give proper phonics teaching according to students’ age and level. (3) English teaching hours, the funds of textbooks and the number of students limit the teaching of phonics. (4) Teachers’ professionalism influences their motif and result of teaching phonics. The suggestions were given as follows: 1. Phonics textbook designers in Taiwan should take activities, video tapes, word selection, teachers’ manuals, teaching arrangement, illustrations and pictures, the order of orthographic elements, stories and its quantity into serious consideration. 2. More teaching hours and textbook funds should be increased for elementary English teachers to design phonics programs and put them into practice. 3. Phonics teaching training courses and practice should be added to elementary English teacher training programs.
碩士
建立日期: 2000
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4786
資源來源: NUTN IR

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英語科phonics教材選用規準與實際應用成效之研究

孫蕙文; Sun, Hui-wen 謝麗雪; Hsieh, Li-hsueh; 國民教育研究所 2000

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