桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響 = The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition

傳送到

題名:
桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響 = The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition
著者: 李慧如
國立臺南大學
主題: 桌上遊戲差異化教學英語學習動機英語單字識字量國小學生; Boardgames Differentiatedinstruction Englishlearningmotivation Englishwordrecognition Elementaryschoolstudents
描述: 本研究旨在探討桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響，藉由前實驗研究法單組前後測實驗設計以了解課堂中進行桌上遊戲融入差異化教學對學生英語學習所產生的變化。實驗對象為研究者任教國小15位五年級學生，其中男生7位，女生8位，共進行六週12節的實驗教學。研究過程以量化輔以質性資料分析，於實驗教學前後分別以「英語學習動機量表」及「英語單字識字量測驗」進行評量施測，並將測驗成績以SPSS for Windows電腦套裝軟體計算，進行相依樣本t考驗及無母數統計分析；質性資料則以「學生訪談大綱」與「教師教學省思札記」分別從學生及教師觀點記錄學習變化以及教學成長，作為實驗教學改進與建議之依據。根據以上資料分析，茲將研究結果分述如下：一、桌上遊戲融入差異化教學，有助於提升學生英語學習動機。二、桌上遊戲融入差異化教學，對於中學習成就學生英語學習動機的提升，成效最為顯著。三、桌上遊戲融入差異化教學，有助於提升學生英語單字識字量，尤以單字識讀測驗部分的表現最為顯著。四、桌上遊戲融入差異化教學，對中學習成就學生英語單字識字量的提升效果最佳。五、學生對於桌上遊戲融入差異化教學多持正向積極看法。 1.學生喜歡參與富挑戰性且刺激的桌上遊戲，除增進學習動機，更提升參與度。 2.彈性分組機制深受各學習成就學生喜愛。 3.自主作業選擇讓低、中及高學習成就學生可依照個人興趣或多元智能選擇不同類型作業。 4.桌上遊戲分層活動依照學生學習成就給予不同類型關卡，透過分站教學各學習成就學生彼此共學成長。 5.學生期待能增加更多不同種類的桌
The purpose of this study was to investigate the effects of the fifth graders’ English learning motivation and English word recognition in elementary school by integrating board games into differentiated instruction. A pre-experimental design was adopted with 15 students including seven boys and eight girls of the fifth-graders in Tainan City and a six-week teaching experiment was conducted. The research gathered the qualitative and quantitative data. The English learning motivation questionnaire and English word recognition test were adopted as the instruments of analysis before and after the experiment. The data were analyzed with statistical methods of Dependent-Samples T Tests and non-parametric statistics by using SPSS for Windows. The qualitative data analysis of students’ feedback and instructor’s journals was also adopted to record learning and teaching process and give further suggestions in the future. The main findings of this study are summarized as the following: 1.Using board games integrated into differentiated instruction can improve elementary school students’ English learning motivation. 2.The most distinctive effect of improving English learning motivation by using board games integrated into differentiated instruction comes to middle achievers. 3.Using board games integrated into differentiated instruction can improve elementary school students’ English word recognition, and reading test is the most distinctive. 4.The most distinctive effect of improving English word recognition by using board games integrated into differentiated instruction comes to middle achievers. 5.The perspectives and suggestions of students on using board games integrated into differentiated instruction to assist English learning included: (1)Students enjoy participating challenging and exciting board games, and it improves learning motivation and enhances participation. (2)Flexible grouping is welcomed by low, middle and high achievers.
出版者: 碩士論文--國立臺南大學教育學系課程與教學碩士在職專班.105學年度
建立日期: 民106[2017
格式: 161葉 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

連結

桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響 = The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition

李慧如國立臺南大學民106[2017

正在檢索遠程資料庫，請稍等

桌上遊戲融入差異化教學對國小五年級學生英語學習動機與英語單字識字量之影響 = The Effects of Board Games Integrated into Differentiated Instruction on Fifth Graders’ English Learning Motivation and English Word Recognition

李慧如 國立臺南大學 民106[2017

正在檢索遠程資料庫，請稍等

李慧如國立臺南大學民106[2017