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題名 知識翻新活動融入英語課程對國中生閱讀理解及口說能力之影響
Effects of knowledge building activities on junior high school students’ reading comprehension and English speaking performance作者 陳宜美
Chen, Yi-Mei貢獻者 洪煌堯
Hong, Huang-Yao
陳宜美
Chen, Yi-Mei關鍵詞 知識翻新
英語教學
閱讀理解
學習滿意度
教學反思
knowledge building
English teaching
reading comprehension
learning satisfaction
teaching reflection日期 2019 上傳時間 7-八月-2019 16:56:09 (UTC+8) 摘要 本研究旨在探討於英語課程中進行「知識翻新活動」，對學生英文閱讀、英文口說學習、以及英文學習態度之影響。研究問題包括：(1) 知識翻新活動對學生閱讀理解能力之表現影響情形為何? (2) 知識翻新活動對學生的口說表現影響情形為何? (3) 學生於知識論壇的知識翻新活動情形為何? (4) 經過知識翻新活動後，學生對於課程之滿意度為何? 以及(5) 以知識翻新原則進行的教學反思，對教師教學信念與教學模式的改變情形為何?本研究採行動研究法，研究對象為臺北市某國中的國三學生。研究分為兩階段，兩階段的研究對象分別為不同班級的學生，但人數皆為三十一人。教學活動以每組2至3人方式進行，活動過程中則使用平板電腦。本研究兩階段皆利用四週、共十六堂課之上課時間，其中每堂課皆為四十五分鐘。二階段在教學方法上基本都相同，但第二階段有新增口說訓練且在教學上另外輔以鷹架協助學生學習，此外，也分別於研究前後額外實施學習滿意度問卷調查。根據研究問題，本研究產生之重要結果如下：(1) 第一階段學生在閱讀測驗前後測差異上未達到統計上的顯著，然第二階段效果上則有顯著進步，主要原因應是研究者在進行教學反思後，於教學設計中所使用之鷹架能有效協助學生學習。(2) 經過知識翻新活動後，學生在第二階段之英文口說成績亦有達到顯著進步。透過質性訪談，學生皆反應使用平板電腦進行課堂所設計的學習活動能增加口說信心。(3) 知識翻新平台的使用量，也因為教學反思後的教學策略改變，使學生在第二階段的表現優於第一階段。(4) 「學習滿意度」問卷調查中則發現，近九成學生在努力構面上感到滿意；有八成左右的學生覺得知識翻新融入英語教學，使他們在英文學習上較不會感到焦慮。(5) 根據知識翻新十二項原則所設計的教學省思，也讓研究者於第二階段更瞭解這些原則，使得學生在閱讀理解、口說能力測驗的成果上皆達到顯著進步。根據上述研究結果，建議在應用知識翻新理論融入英語教學環境上，可以提供較自由與富彈性之學習環境、輔以適合的鷹架支持學生學習動機，以強化學生的學習興趣、降低學習壓力，並進而改善學習成效。
This study investigated how students improved their reading ability, speaking ability, and other related learning performance after participating in knowledge building (KB) activities in two English classes. The research questions are as follows: (1) How do KB activities influence students’ reading comprehension? (2) How do KB activities affect students’ speaking ability? (3) How active are students to interact with each other on the online discussion forum? (4) How satisfied are the students after completing the English classes? And (5) how did the teacher change her teaching faith in general?The study design was based on action research, with the participants being ninth-grade students in one junior high school in Taipei. There were two phases in the research. Participants in these two phases were both 31 students (but different persons). Both of the two phases lasted for 4 weeks, with 4 classes per week (i.e., totally 16 classes). In the phase two, the instructional design was revised to add additional speaking training with the aids of scaffolding questions and instructions. Pre and pro satisfaction surveys were also conducted in the two phases.According to the research questions, the main findings were shown below: (1) Students in phase one did not have significant improvement in their reading comprehension but students in phase two did improve significantly in their reading comprehension. The main reason was likely to be the teachers’ instructional scaffolds. (2) The speaking ability of the students in phase two improved significantly. (3) Students in phase two used the online KB forum more frequently than in phase one. (4) Based on the satisfaction survey, it was found that 90% of students were satisfied with their English learning in class mainly because of the KB activities. (5) The teacher-as-researcher understood these principles better through her own teaching reflection; and hence was able to help the students improve in their reading and speaking skills.參考文獻 參考文獻王博賢(2010)。知識翻新教學對小學生科學探究活動與科學合作概念之影響。國立政治大學教育學系碩士論文，未出版，臺北市。天下雜誌(2010)。培育未來夢想家,點亮未來。民 99 年 5 月 31 日,取自http://www.cw.com.tw/event/ad/futureschool/page01.htm王全世(2000)。資訊科技融入教學的意義與內涵。資訊教育雜誌。王靜華 (2016)。知識翻新對國小四年級學生閱讀理解和寫作表現之影響。國立政治大學教育學系碩士論文，臺北市。朱致慧 (2006)。國民中學藝術與人文領域音樂教師教學反思之個案研究。國立台北教育大學音樂教育學系碩士論文，臺北市。全民英檢網。中級寫作能力測驗分數說明。LTTC財團法人語言訓練測驗中心。https://www.gept.org.tw/index.asp吳炎鈴 (2018)。以全英語溝通教學提升國民小學四年級學生英語口說能力之行動研究。國立臺中教育大學，臺中市。林倍伊 (2015)。小組知識翻新活動中的設計思考與創造力表現：以個案研究為例。國立政治大學教育學系博士論文，臺北市。林奎宇（2011）。知識翻新學習環境量表之編製。國立政治大學教育學系碩士論文，未出版，臺北市。林淑娟 (2013)。國小一年級國語領域結構取向的聽讀說寫整合教學促進寫作之研究。國立東華大學課程設計與潛能開發學系碩士論文，花蓮縣。馬芳婷（1989）。社教機構短期研習班教師教學行為與學生學習滿意度之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，臺北市。陳木金、許瑋珊（2012）。從PISA閱讀評量的國際比較探討。教師天地，181，6-20。 陳朱祥 (2017)。高中體育實習教師教學反思與專業成長之個案研究。國立臺灣師範大學體育學系碩士論文，臺北市。陳龍安(2006)。創造思考教學的理論與實際。臺北:心理。葉玉珠(2006)。創造力教學-過去、現在與未來。臺北:心理。張宇慧(2010)。以想法為中心的知識翻新學習對團隊創造力之影響。國立政治大學教育系碩士論文，未出版，臺北市。張春興、林清山（1989）。教育心理學。臺北市：東華書局。張春興（1997）。張氏心理辭典。臺北市：東華書局。張春興（2004）。教育心理學：三化取向的理論與實踐（修訂版）。臺北：東華書局。黃瑞凌(2018)。以英語閱讀理解策略提升國中學生系統思考與解決問題素養之行動研究。私立中原大學教育學系碩士論文，未出版，桃園市。黃俐雯 (2017)。結合故事演說與鷹架教學來提高學生學習動機與閱讀理解及口說能力。臺南科技大學應用英語系碩士論文，未出版，台南市。歐玫琴 (2016)。應用心智圖教學策略於國小二年級學生閱讀理解之行動研究。私立大葉大學資訊管理學系碩士班，彰化縣。魏明堂（2002）。高職教師對國中生職業試探與輔導活動實施工作滿意度研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版，臺北市。Ammer, J. 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Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press.Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children committee on the prevention of reading difficulties in young children. Washington, DC: National Research Council.Tough, A.(1978). The major learning efforts: recent research and future directions. Adult Education, 28(4), 250-265. 描述 碩士
國立政治大學
教育學系
105152004資料來源 http://thesis.lib.nccu.edu.tw/record/#G0105152004 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang-Yao en_US dc.contributor.author (作者) 陳宜美 zh_TW dc.contributor.author (作者) Chen, Yi-Mei en_US dc.creator (作者) 陳宜美 zh_TW dc.creator (作者) Chen, Yi-Mei en_US dc.date (日期) 2019 en_US dc.date.accessioned 7-八月-2019 16:56:09 (UTC+8) - dc.date.available 7-八月-2019 16:56:09 (UTC+8) - dc.date.issued (上傳時間) 7-八月-2019 16:56:09 (UTC+8) - dc.identifier (其他 識別碼) G0105152004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/124978 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 105152004 zh_TW dc.description.abstract (摘要) 本研究旨在探討於英語課程中進行「知識翻新活動」，對學生英文閱讀、英文口說學習、以及英文學習態度之影響。研究問題包括：(1) 知識翻新活動對學生閱讀理解能力之表現影響情形為何? (2) 知識翻新活動對學生的口說表現影響情形為何? (3) 學生於知識論壇的知識翻新活動情形為何? (4) 經過知識翻新活動後，學生對於課程之滿意度為何? 以及(5) 以知識翻新原則進行的教學反思，對教師教學信念與教學模式的改變情形為何?本研究採行動研究法，研究對象為臺北市某國中的國三學生。研究分為兩階段，兩階段的研究對象分別為不同班級的學生，但人數皆為三十一人。教學活動以每組2至3人方式進行，活動過程中則使用平板電腦。本研究兩階段皆利用四週、共十六堂課之上課時間，其中每堂課皆為四十五分鐘。二階段在教學方法上基本都相同，但第二階段有新增口說訓練且在教學上另外輔以鷹架協助學生學習，此外，也分別於研究前後額外實施學習滿意度問卷調查。根據研究問題，本研究產生之重要結果如下：(1) 第一階段學生在閱讀測驗前後測差異上未達到統計上的顯著，然第二階段效果上則有顯著進步，主要原因應是研究者在進行教學反思後，於教學設計中所使用之鷹架能有效協助學生學習。(2) 經過知識翻新活動後，學生在第二階段之英文口說成績亦有達到顯著進步。透過質性訪談，學生皆反應使用平板電腦進行課堂所設計的學習活動能增加口說信心。(3) 知識翻新平台的使用量，也因為教學反思後的教學策略改變，使學生在第二階段的表現優於第一階段。(4) 「學習滿意度」問卷調查中則發現，近九成學生在努力構面上感到滿意；有八成左右的學生覺得知識翻新融入英語教學，使他們在英文學習上較不會感到焦慮。(5) 根據知識翻新十二項原則所設計的教學省思，也讓研究者於第二階段更瞭解這些原則，使得學生在閱讀理解、口說能力測驗的成果上皆達到顯著進步。根據上述研究結果，建議在應用知識翻新理論融入英語教學環境上，可以提供較自由與富彈性之學習環境、輔以適合的鷹架支持學生學習動機，以強化學生的學習興趣、降低學習壓力，並進而改善學習成效。 zh_TW dc.description.abstract (摘要) This study investigated how students improved their reading ability, speaking ability, and other related learning performance after participating in knowledge building (KB) activities in two English classes. The research questions are as follows: (1) How do KB activities influence students’ reading comprehension? (2) How do KB activities affect students’ speaking ability? (3) How active are students to interact with each other on the online discussion forum? (4) How satisfied are the students after completing the English classes? And (5) how did the teacher change her teaching faith in general?The study design was based on action research, with the participants being ninth-grade students in one junior high school in Taipei. There were two phases in the research. Participants in these two phases were both 31 students (but different persons). Both of the two phases lasted for 4 weeks, with 4 classes per week (i.e., totally 16 classes). In the phase two, the instructional design was revised to add additional speaking training with the aids of scaffolding questions and instructions. Pre and pro satisfaction surveys were also conducted in the two phases.According to the research questions, the main findings were shown below: (1) Students in phase one did not have significant improvement in their reading comprehension but students in phase two did improve significantly in their reading comprehension. The main reason was likely to be the teachers’ instructional scaffolds. (2) The speaking ability of the students in phase two improved significantly. (3) Students in phase two used the online KB forum more frequently than in phase one. (4) Based on the satisfaction survey, it was found that 90% of students were satisfied with their English learning in class mainly because of the KB activities. (5) The teacher-as-researcher understood these principles better through her own teaching reflection; and hence was able to help the students improve in their reading and speaking skills. en_US dc.description.tableofcontents 目錄第一章 緒論 01第一節 研究背景與動機 01第二節 研究目的與待答問題03第三節 重要名詞釋義 04第四節 研究範圍與限制 07第二章 文獻探討 08第一節 知識翻新教學之意涵與相關研究 08第二節 閱讀理解力與口說能力 16第三節 學習滿意度 19第四節 教師教學反思 21第三章 研究方法 25第一節 研究設計 25第二節 教學設計 28第三節 研究流程 37第四節 資料來源與分析 39第四章 研究結果 51第一節 知識翻新活動與閱讀理解力51第二節 知識翻新活動與英文口說能力55第三節 知識翻新活動之學生於平台活動情形61第四節 知識翻新與學生學習滿意度64第五節 知識翻新活動與教師教學反思72第五章 研究結果與建議90第一節 結論90第二節 建議91參考文獻 93附錄一 「知識翻新活動」融入英文課程之滿意度問卷98附錄二 英文課程滿意度問卷101附錄三 全民英檢中級口說能力測驗分數說明104 zh_TW dc.format.extent 3146827 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0105152004 en_US dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 英語教學 zh_TW dc.subject (關鍵詞) 閱讀理解 zh_TW dc.subject (關鍵詞) 學習滿意度 zh_TW dc.subject (關鍵詞) 教學反思 zh_TW dc.subject (關鍵詞) knowledge building en_US dc.subject (關鍵詞) English teaching en_US dc.subject (關鍵詞) reading comprehension en_US dc.subject (關鍵詞) learning satisfaction en_US dc.subject (關鍵詞) teaching reflection en_US dc.title (題名) 知識翻新活動融入英語課程對國中生閱讀理解及口說能力之影響 zh_TW dc.title (題名) Effects of knowledge building activities on junior high school students’ reading comprehension and English speaking performance en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考文獻王博賢(2010)。知識翻新教學對小學生科學探究活動與科學合作概念之影響。國立政治大學教育學系碩士論文，未出版，臺北市。天下雜誌(2010)。培育未來夢想家,點亮未來。民 99 年 5 月 31 日,取自http://www.cw.com.tw/event/ad/futureschool/page01.htm王全世(2000)。資訊科技融入教學的意義與內涵。資訊教育雜誌。王靜華 (2016)。知識翻新對國小四年級學生閱讀理解和寫作表現之影響。國立政治大學教育學系碩士論文，臺北市。朱致慧 (2006)。國民中學藝術與人文領域音樂教師教學反思之個案研究。國立台北教育大學音樂教育學系碩士論文，臺北市。全民英檢網。中級寫作能力測驗分數說明。LTTC財團法人語言訓練測驗中心。https://www.gept.org.tw/index.asp吳炎鈴 (2018)。以全英語溝通教學提升國民小學四年級學生英語口說能力之行動研究。國立臺中教育大學，臺中市。林倍伊 (2015)。小組知識翻新活動中的設計思考與創造力表現：以個案研究為例。國立政治大學教育學系博士論文，臺北市。林奎宇（2011）。知識翻新學習環境量表之編製。國立政治大學教育學系碩士論文，未出版，臺北市。林淑娟 (2013)。國小一年級國語領域結構取向的聽讀說寫整合教學促進寫作之研究。國立東華大學課程設計與潛能開發學系碩士論文，花蓮縣。馬芳婷（1989）。社教機構短期研習班教師教學行為與學生學習滿意度之研究。國立台灣師範大學社會教育研究所碩士論文，未出版，臺北市。陳木金、許瑋珊（2012）。從PISA閱讀評量的國際比較探討。教師天地，181，6-20。 陳朱祥 (2017)。高中體育實習教師教學反思與專業成長之個案研究。國立臺灣師範大學體育學系碩士論文，臺北市。陳龍安(2006)。創造思考教學的理論與實際。臺北:心理。葉玉珠(2006)。創造力教學-過去、現在與未來。臺北:心理。張宇慧(2010)。以想法為中心的知識翻新學習對團隊創造力之影響。國立政治大學教育系碩士論文，未出版，臺北市。張春興、林清山（1989）。教育心理學。臺北市：東華書局。張春興（1997）。張氏心理辭典。臺北市：東華書局。張春興（2004）。教育心理學：三化取向的理論與實踐（修訂版）。臺北：東華書局。黃瑞凌(2018)。以英語閱讀理解策略提升國中學生系統思考與解決問題素養之行動研究。私立中原大學教育學系碩士論文，未出版，桃園市。黃俐雯 (2017)。結合故事演說與鷹架教學來提高學生學習動機與閱讀理解及口說能力。臺南科技大學應用英語系碩士論文，未出版，台南市。歐玫琴 (2016)。應用心智圖教學策略於國小二年級學生閱讀理解之行動研究。私立大葉大學資訊管理學系碩士班，彰化縣。魏明堂（2002）。高職教師對國中生職業試探與輔導活動實施工作滿意度研究。國立臺北科技大學技術及職業教育研究所碩士論文，未出版，臺北市。Ammer, J. 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