| DC 欄位 |
值 |
語言 |
| DC.contributor | 網路學習科技研究所 | zh_TW |
| DC.creator | 柳芸蓁 | zh_TW |
| DC.creator | Yun-Chen Liu | en_US |
| dc.date.accessioned | 2019-1-24T07:39:07Z | |
| dc.date.available | 2019-1-24T07:39:07Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=105554014 | |
| dc.contributor.department | 網路學習科技研究所 | zh_TW |
| DC.description | 國立中央大學 | zh_TW |
| DC.description | National Central University | en_US |
| dc.description.abstract | 本研究旨在探討運用字母組合歌曲與桌遊式練習於字母拼讀補救教學學習成效影響為何，並分析了解研究者的教學歷程與反思，本研究的參與對象為五人，發音拼讀活動以三次為一教學循環，共計三個循環十二週。本研究以量化及質性資料共進，以行動研究及設計取向教學法為基礎，透過教師自編的學習成就測驗及學習態度問卷等研究工具進行前後測，並蒐集學習成效資料，每一次的教學循環結束後，整理資料與分析，作為下個循環改進依據，在三個循環結束後，基於改變歷程提出在拼讀教學設計與活動上的建議。
本研究共獲以下三個結論:
1. 字母組合歌曲與桌遊式練習於字母拼讀補救教學歷經三階段的修正歷程
(1)彈性分配教學時間，解決練習時間不夠全面的困難。
(2)教學策略微調，幫助學生類化，拼讀技巧提升，減低低成就學生學習焦慮。
(3)調整遊戲機制與差異化教學，克服程度差異的困難。
(4)班級經營微調，改善課堂進行間秩序失控與班級學習氣氛的養成。
2. 字母組合歌曲與桌遊式練習於字母拼讀補救教學學習成效的影響
3. 字母組合歌曲與桌遊式練習於字母拼讀補救教學教學者反思
(1)教師的正向回饋與同儕學習能使低成就學生積極參與課程。
(2)施教者本身要活用歌曲與桌遊，針對補救教學學生特性，給予學習策略。
(3)察覺理解學生所需，看到學生的需要。
最後，研究者根據研究結果提出建議，以供教學實務工作者及未來研究做參考。
關鍵字：行動研究、拼讀教學、拼讀策略、補救教學、歌曲、桌遊 | zh_TW |
| dc.description.abstract | The study aimed to explore the effects of learning English by using letter-set songs and board games on phonics remedial teaching. Action research and
design-based thinking were employed in the study. There were five fifth graders in
the phonics remedial program lasting for 12 weeks in the study. Data on academic achievement, learning attitude, teaching processes and teaching reflections were collected. The teacher as a researcher kept on collecting quantitative data, observing students’ learning, reflecting teaching and, applying the teaching modification. When teaching circles end, suggestions based on the processes are provided.
The results of the study are as follows:
1. The modified teaching processes of the phonics remedial teaching include that:
(1) Teachers should make the playing time flexible to overcome the difficulty of
the lack of practice.
(2) Teachers should apply different teaching strategies to lower students’ affective filters and overcome the lack of phonics skills.
(3) Grouping and differentiated teaching should be adjusted to overcome difficulties of students with different achievement performance.
(4) Classroom management should be adjusted to establish a learning environment when a class lost control.
2. According to students’ performance on pre-tests and post-tests, the classroom
observatons toward students revealed that the application of the letter-set songs
and board gamse on phonics remedial instruction in class can improve students’
English learning effects.
3. Researcher’s growth and reflection include that:
(1) Teachers’ feedback and peer learning improve learning attitude of low achievers.
(2) Teachers should give students strategies according to students’ traits.
(3) Teachers should know what students need and support students’ learning.
Lastly, based on the results of the research, suggestions for applying letter-set songs and board games on s remedial instruction and for future work were provided.
Key words: action research, remedial instruction, English learning effects, board games, phonics, songs.
| en_US |
| DC.subject | 行動研究 | zh_TW |
| DC.subject | 拼讀教學 | zh_TW |
| DC.subject | 拼讀策略 | zh_TW |
| DC.subject | 補救教學 | zh_TW |
| DC.subject | 歌曲 | zh_TW |
| DC.subject | 桌遊 | zh_TW |
| DC.title | 運用字母組合歌曲與桌遊式練習進行字母拼讀補救教學之研究 | zh_TW |
| dc.language.iso | zh-TW | zh-TW |
| DC.title | The Action Research of Applying Letter-set Songs and Board Games on Phonics Remedial Instruction | en_US |
| DC.type | 博碩士論文 | zh_TW |
| DC.type | thesis | en_US |
| DC.publisher | National Central University | en_US |