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桌上遊戲融入國小五年級識字教學之行動研究 = An action research on Tabletop-game-integrated instruction on word recognition to fifth grader

張菀芝國立臺南大學教育學系課程與教學教學碩士班民109[2020]

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題名:
桌上遊戲融入國小五年級識字教學之行動研究 = An action research on Tabletop-game-integrated instruction on word recognition to fifth grader
著者: 張菀芝
國立臺南大學教育學系課程與教學教學碩士班
主題: 桌上遊戲識字教學; tabletop games word recognition instruction
描述: 本研究採行動研究法，設計桌上遊戲融入國小五年級識字教學，探討學童識字能力之變化，改善教學行動過程中所遇到困境，並陳述行動研究者在此歷程中的省思與成長。本研究以國小五年級十六名學童為研究對象，透過各種資料蒐集方式檢證方案成效，本研究主要結論如下：一、桌上遊戲之小組學習模式進行識字教學提升學生識字能力研究者帶領學生製作「文字醜娃娃」、「語詞接龍」與「語詞撿紅點」三款桌上遊戲以異質小組和同質小組學習模式進行識字教學，成員間有競爭也有合作，促進彼此互動與自學能力，成功幫助學生提升識字能力。二、桌上遊戲融入識字教學能提升國小五年級學童識字成效 (一) 識字測驗結果全班都進步，且識字能力中等程度的學生進步情形最為明顯。 (二) 各題型成績在識字測驗中，「國字填充」成績與「改錯字」成績進步顯著。 (三) 期中考「國字填充」與「改錯字」題型的答對率有明顯的進步，以「改錯字」題型進步最多。三、研究者在實施桌上遊戲融入識字教學中獲得省思與成長研究者帶領學生「做中學」也「玩中學」，不僅改善學生識字問題，也提升自身的教學力，激發研究者精進教學的熱情。依據上述結論，研究者對桌上遊戲融入識字教學之未來研究提出建議。
This study used action research methods to investigate the effects of integrating tabletop games into word recognition instruction to 5th graders as well as the researcher’s growth by overcoming the implementation difficulties and reflection of its teaching skills. The objects of this study were sixteen 5th graders. And using all kind of collected data tests the effects of this program. According to the analysis, the results of this study were as follows: 1. Tabletop-game-integrated instruction on word recognition can enhance learning motivation through cooperationg learning. The researcher led students divided into heterogeneous and homogeneous group make three tabletop games, “Uglydoll Card Games, Solitaire, and Poker Card Chinese Rummy” integrat-ed instruction could enhance students’ word recognition. 2. Tabletop-game-integrated instruction on word recognition could promote word recognition to 5th graders. a. The results showed that the whole class improved, especially medium-level students. b. According to the word recognition tests, the scores of “Fill-in-the-blank”and “Word Cor-rection” were higher. c. According to the midterm exam, the correct answer rate of “Fill-in-the-blank”and “Word Correction” improved a lot and the scores of “Word Correction” improved the most. 3. The process of the action research had promoted the researcher’s reflection and professional ability. The researcher led students learn by doing and playing. The way not only makes students’ word Recognition better, but also enhances the researcher’s ability and enthusiasm. Finally, the study will offer suggestions for integrating tabletop games into word recogni-tion instruction.
出版者: 碩士論文--國立臺南大學教育學系課程與教學教學碩士班. 108學年度
建立日期: 民109[2020]
格式: viii, 134頁 : 圖 ; 30公分..
語言: 中文
資源來源: NUTN ALEPH

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桌上遊戲融入國小五年級識字教學之行動研究 = An action research on Tabletop-game-integrated instruction on word recognition to fifth grader

張菀芝 國立臺南大學 教育學系課程與教學教學碩士班 民109[2020]

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