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題名 在地泰雅文化之韻謠融入英語教學對偏鄉學童之英語學習態度、學習動機與母音音素覺識之影響-以桃園市偏鄉國小五年級學生為例
Influence of Intergration of Localized English Rhymes in English Teaching on Remote Primary School Students’ English Learning Attitude, Learning Motivation and Phonemic Awareness of Vowels in Taoyuan City作者 陳子安
Chen, Tz-An貢獻者 李沛錞
Lee, Pei-Chun
陳子安
Chen, Tz-An關鍵詞 在地化韻謠
英語教學
學習動機
學習態度
英語音素覺識
English instruction
English learning motivation
English learning attitude
English learning achievement
Localized rhyme
Phonemic awareness日期 2022 上傳時間 1-Jul-2022 16:39:54 (UTC+8) 摘要 教育「機會」常常與 「地理」因素有密不可分的關係，而偏鄉學童在學習時，通常需要面對教材難以與生活連結之困境，此情形造成普遍學習意願低落、學習成效不佳。故本研究旨於進一步驗證，利用在地泰雅文化韻謠是否能有效提升學習動機、改變學習態度，進而培養其母音音速覺識之能力。本研究採行動研究方式的設計針對偏鄉學童五年級7名學童為研究對象，進行十週共十堂課程，每堂為40分鐘進行教學。研究結果分析將以質性為主、量化為輔的方式進行，於行動研究前後研究前後分別以「母音音速覺識單元學習前測驗卷」、「課室觀察錄影」、「教師札記」、「學生訪談」、「學生學習回饋單」、「母音音速覺識單元學習後測驗卷」做為研究工具，最終，本研究根據研究結果，提出相關建議供給偏鄉英語教學者及未來相關研究作為參考。根據上述資料分析之結果，歸納本研究之研究結論如下：1. 將在地泰雅文化韻謠融入英語教學中可增添偏鄉學童學習興趣與自信2. 運用在地泰雅文化韻謠融入英語教學中有效的改變學習態度、強化學習動機3. 運用在地泰雅文化韻謠融入英語教學中有益於提升母音音素覺識學習成效4. 偏鄉教師運用在地泰雅文化韻謠融入英語教學中有所自我成長
Educational opportunity has a close relationship with geography. Students in remote areas usually have to face the difficulties when using the materials that have no connection with their real life. This situation lead to low learning mtivation and low learning outcome. Therefore, the purpose of this research is to further verify whether using localized rhymes can not only increase students’ learning motivation or change learning attitude, but build students’ phonetic awareness of vowels. This study adopted the action study method, among seven fifth graders from remote elementary school participated as subjects. The English teaching lasted for 10 weeks, one time a week and 40 minutes per lesson. To collect research data, researcher mainly relies on qualitative data and supplemented by quantitative data. Qualitative data contained teaching reflection journal, teaching recording, students’ learning feedback and interviews; Quantitative data was collected through phonemic awareness learning achievement tests.Data collected from the study were analyzed and summarized as follows:1. Using localize rhymes in class can increase remote students’ learning interests and confidence.2. Rural students’ learning motivation can be enhanced and learning attitude can be changed by using localize rhymes in English teaching.3. Rural students’ learning achievement of phonetic awareness of vowels can be enhanced by using localize rhymes in English teaching.4. Teacher has improved the teaching skills of using localize rhymes in EnglishTeaching.Based on the findings of this study, related suggestions are provided for the remote education and further research as references.參考文獻 參考文獻一、中文文獻王欣怡 (2010)。互動式電子白板融入英語補救教學方案對提升國小六年級學童英語學習態度及學習成效之行動研究(未出版的碩士論文。國立臺南大學教育學系，臺南市。王麗雲 (2014)。基本能力的雙峰現象及因應建議。教育人力與發展雙月刊，31(1)，1-4。朱敬先（2000）。教育心理學。臺北：五南。李明昌（1997）。國民小學家長參與、學習態度及自我概念關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台北。何俊青（2017）。偏鄉教育問題的迷思。臺灣教育評論月刊，6(9)，15-19。吳瓊汝（1998）。國中學生之學習態度。臺灣教育，566。吳愛玲(1998)。台北市國民小學級任教師領導行為類型與學生學習行為之相關研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北市。吳惠花(2016)。談城鄉教育均衡發展。臺灣教育評論月刊，5（2)，01-03。吳玥臻(2016)。翻轉城鄉讓教育逆轉勝。臺灣教育評論月刊，5（2)，29-32。宋文里（2018）。行動與實踐：從行動研究來談研究行動的幾個問題。生命敘說與心理傳記學，6，1-30。秦夢群（1992）。高中教師管理心態、學生內外控與學生學習習慣與態度之關係研究。（國科會專案報告，計畫編號：NSC80-0301-H-004-028）。台北：行政院國科會科學資訊中心。許家齊（2020）。台師大研究：雙北1/4國小畢業生英語學習落後，教授憂偏鄉更慘。親子天下。檢索日期：2022年01月12日，取自http://elearning.ice.ntnu.edu.tw/teacher_web/media/09/9-12.pdf陳清檳、黃文喜、張文宗（2010）。高職電機電子群學生父母管教方式、學習態度與學習成效知覺之研究。教育與多元文化研究，5，223-260。陳佳韻（2005）。《臺中市國小學童英語學習態度之調查研究》。國立臺中教育大學語文教育研究所碩士論文，未出版，臺中市。張武昌 (2011)。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。張春興 (1991)。現代心理學。台北市：東華書局。張春興（2019）。 教育心理學-三化取向的理論與實踐 （重修二版）。 臺北市：東華書局。教育部(2018)。十二年國教各領域/科目課程綱要。取自https：//www.naer.edu.tw/files/15-1000-14113,c1582-1.php許雪芬 (2002)。培養兒童的文字認讀與拼寫能力：三種發音教學方式的成效研究。國立台北師範學院兒童英語教育研究所碩士論文。曾世杰 (1996)。國語文低成就學生工作記憶與聲韻能力處理之研究。發表於國科會學門研究計畫成果發表會。黃雁祥（2009）。國中學生家庭文化資本、英語學習態度與英語學業成就之相關研究（未出版之碩士論文）。國立高雄師範大學，高雄市。甄曉蘭 (2007）。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，53(3)，1-35。鄭錦桂 (2006)。 國小英語教科書之內容探究與省思，國教新知53(3)，15-22。蔡清田（2000）。 教育行動研究。台北：五南。潘世尊（2011）。論行動研究論文審查上的一些問題。當代教育研究季刊，19（4），1-83。錢蘋 (1969)。教育心理。學學人出版社。盧雪梅（2000）。APA以學習者為中心的心理學原則。2021年9月29日，取自台北市立師範學院課程與教學研究中心：http：//circ.tmtc.edu.tw/magzine/forth.htm蘇滿麗 (2003)。職業取向學生及學院取向學生之英語學習態度、動機及策略之比較(未出版之碩士論文)。國立高雄師範大學，高雄市。二、英文文獻Adams, M. 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國立政治大學
圖書資訊學數位碩士在職專班
109913021資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109913021 資料類型 thesis dc.contributor.advisor 李沛錞 zh_TW dc.contributor.advisor Lee, Pei-Chun en_US dc.contributor.author (Authors) 陳子安 zh_TW dc.contributor.author (Authors) Chen, Tz-An en_US dc.creator (作者) 陳子安 zh_TW dc.creator (作者) Chen, Tz-An en_US dc.date (日期) 2022 en_US dc.date.accessioned 1-Jul-2022 16:39:54 (UTC+8) - dc.date.available 1-Jul-2022 16:39:54 (UTC+8) - dc.date.issued (上傳時間) 1-Jul-2022 16:39:54 (UTC+8) - dc.identifier (Other Identifiers) G0109913021 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/140751 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 圖書資訊學數位碩士在職專班 zh_TW dc.description (描述) 109913021 zh_TW dc.description.abstract (摘要) 教育「機會」常常與 「地理」因素有密不可分的關係，而偏鄉學童在學習時，通常需要面對教材難以與生活連結之困境，此情形造成普遍學習意願低落、學習成效不佳。故本研究旨於進一步驗證，利用在地泰雅文化韻謠是否能有效提升學習動機、改變學習態度，進而培養其母音音速覺識之能力。本研究採行動研究方式的設計針對偏鄉學童五年級7名學童為研究對象，進行十週共十堂課程，每堂為40分鐘進行教學。研究結果分析將以質性為主、量化為輔的方式進行，於行動研究前後研究前後分別以「母音音速覺識單元學習前測驗卷」、「課室觀察錄影」、「教師札記」、「學生訪談」、「學生學習回饋單」、「母音音速覺識單元學習後測驗卷」做為研究工具，最終，本研究根據研究結果，提出相關建議供給偏鄉英語教學者及未來相關研究作為參考。根據上述資料分析之結果，歸納本研究之研究結論如下：1. 將在地泰雅文化韻謠融入英語教學中可增添偏鄉學童學習興趣與自信2. 運用在地泰雅文化韻謠融入英語教學中有效的改變學習態度、強化學習動機3. 運用在地泰雅文化韻謠融入英語教學中有益於提升母音音素覺識學習成效4. 偏鄉教師運用在地泰雅文化韻謠融入英語教學中有所自我成長 zh_TW dc.description.abstract (摘要) Educational opportunity has a close relationship with geography. Students in remote areas usually have to face the difficulties when using the materials that have no connection with their real life. This situation lead to low learning mtivation and low learning outcome. Therefore, the purpose of this research is to further verify whether using localized rhymes can not only increase students’ learning motivation or change learning attitude, but build students’ phonetic awareness of vowels. This study adopted the action study method, among seven fifth graders from remote elementary school participated as subjects. The English teaching lasted for 10 weeks, one time a week and 40 minutes per lesson. To collect research data, researcher mainly relies on qualitative data and supplemented by quantitative data. Qualitative data contained teaching reflection journal, teaching recording, students’ learning feedback and interviews; Quantitative data was collected through phonemic awareness learning achievement tests.Data collected from the study were analyzed and summarized as follows:1. Using localize rhymes in class can increase remote students’ learning interests and confidence.2. Rural students’ learning motivation can be enhanced and learning attitude can be changed by using localize rhymes in English teaching.3. Rural students’ learning achievement of phonetic awareness of vowels can be enhanced by using localize rhymes in English teaching.4. Teacher has improved the teaching skills of using localize rhymes in EnglishTeaching.Based on the findings of this study, related suggestions are provided for the remote education and further research as references. en_US dc.description.tableofcontents 目次第一章 緒論 2第一節 研究背景與動機 2第二節 研究目的與問題 6第三節 重要名詞解釋 7第四節 研究範圍與限制 8第五節 本研究之價值與重要性 9第二章 文獻探討 10第一節 音素覺識對於英語教學的影響 10第二節 學習動機對於英語學習的影響 21第三節 學習態度對於英語學習的轉變 25第三章 研究設計與實施 28第一節 研究方法 28第二節 研究流程與架構30第三節 研究場域與對象 32第四節 研究工具 36第五節 教學設計 40第六節 資料處理與分析 44第七節 研究倫理 46第四章 研究結果與分析 47第一節 在地泰雅文化韻謠融入偏鄉學童母音音素覺識教學實施歷程 47第二節 在地泰雅文化韻謠融入偏鄉學童音素覺識教學後 106英語學習態度、學習動機轉變之分析 106第三節 在地泰雅文化韻謠融入偏鄉學童音素覺識教學後對偏鄉學童學習成效影響之分析 116第五章 結論與建議 125第一節 結論 125第二節 建議 130參考文獻 135一、中文文獻 135二、英文文獻 138附件144附件一 教師札記表(A) 144教師札記表(B) 145附件二 學生訪談大綱 146訪談大綱 146附件三 單元學習測驗卷 147附件四 參考教案 150附件五 學生學習回饋單 154附件六 家長同意書 155 zh_TW dc.format.extent 5213623 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109913021 en_US dc.subject (關鍵詞) 在地化韻謠 zh_TW dc.subject (關鍵詞) 英語教學 zh_TW dc.subject (關鍵詞) 學習動機 zh_TW dc.subject (關鍵詞) 學習態度 zh_TW dc.subject (關鍵詞) 英語音素覺識 zh_TW dc.subject (關鍵詞) English instruction en_US dc.subject (關鍵詞) English learning motivation en_US dc.subject (關鍵詞) English learning attitude en_US dc.subject (關鍵詞) English learning achievement en_US dc.subject (關鍵詞) Localized rhyme en_US dc.subject (關鍵詞) Phonemic awareness en_US dc.title (題名) 在地泰雅文化之韻謠融入英語教學對偏鄉學童之英語學習態度、學習動機與母音音素覺識之影響-以桃園市偏鄉國小五年級學生為例 zh_TW dc.title (題名) Influence of Intergration of Localized English Rhymes in English Teaching on Remote Primary School Students’ English Learning Attitude, Learning Motivation and Phonemic Awareness of Vowels in Taoyuan City en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 參考文獻一、中文文獻王欣怡 (2010)。互動式電子白板融入英語補救教學方案對提升國小六年級學童英語學習態度及學習成效之行動研究(未出版的碩士論文。國立臺南大學教育學系，臺南市。王麗雲 (2014)。基本能力的雙峰現象及因應建議。教育人力與發展雙月刊，31(1)，1-4。朱敬先（2000）。教育心理學。臺北：五南。李明昌（1997）。國民小學家長參與、學習態度及自我概念關係之研究。國立台中師範學院國民教育研究所碩士論文，未出版，台北。何俊青（2017）。偏鄉教育問題的迷思。臺灣教育評論月刊，6(9)，15-19。吳瓊汝（1998）。國中學生之學習態度。臺灣教育，566。吳愛玲(1998)。台北市國民小學級任教師領導行為類型與學生學習行為之相關研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北市。吳惠花(2016)。談城鄉教育均衡發展。臺灣教育評論月刊，5（2)，01-03。吳玥臻(2016)。翻轉城鄉讓教育逆轉勝。臺灣教育評論月刊，5（2)，29-32。宋文里（2018）。行動與實踐：從行動研究來談研究行動的幾個問題。生命敘說與心理傳記學，6，1-30。秦夢群（1992）。高中教師管理心態、學生內外控與學生學習習慣與態度之關係研究。（國科會專案報告，計畫編號：NSC80-0301-H-004-028）。台北：行政院國科會科學資訊中心。許家齊（2020）。台師大研究：雙北1/4國小畢業生英語學習落後，教授憂偏鄉更慘。親子天下。檢索日期：2022年01月12日，取自http://elearning.ice.ntnu.edu.tw/teacher_web/media/09/9-12.pdf陳清檳、黃文喜、張文宗（2010）。高職電機電子群學生父母管教方式、學習態度與學習成效知覺之研究。教育與多元文化研究，5，223-260。陳佳韻（2005）。《臺中市國小學童英語學習態度之調查研究》。國立臺中教育大學語文教育研究所碩士論文，未出版，臺中市。張武昌 (2011)。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，129-144。張春興 (1991)。現代心理學。台北市：東華書局。張春興（2019）。 教育心理學-三化取向的理論與實踐 （重修二版）。 臺北市：東華書局。教育部(2018)。十二年國教各領域/科目課程綱要。取自https：//www.naer.edu.tw/files/15-1000-14113,c1582-1.php許雪芬 (2002)。培養兒童的文字認讀與拼寫能力：三種發音教學方式的成效研究。國立台北師範學院兒童英語教育研究所碩士論文。曾世杰 (1996)。國語文低成就學生工作記憶與聲韻能力處理之研究。發表於國科會學門研究計畫成果發表會。黃雁祥（2009）。國中學生家庭文化資本、英語學習態度與英語學業成就之相關研究（未出版之碩士論文）。國立高雄師範大學，高雄市。甄曉蘭 (2007）。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，53(3)，1-35。鄭錦桂 (2006)。 國小英語教科書之內容探究與省思，國教新知53(3)，15-22。蔡清田（2000）。 教育行動研究。台北：五南。潘世尊（2011）。論行動研究論文審查上的一些問題。當代教育研究季刊，19（4），1-83。錢蘋 (1969)。教育心理。學學人出版社。盧雪梅（2000）。APA以學習者為中心的心理學原則。2021年9月29日，取自台北市立師範學院課程與教學研究中心：http：//circ.tmtc.edu.tw/magzine/forth.htm蘇滿麗 (2003)。職業取向學生及學院取向學生之英語學習態度、動機及策略之比較(未出版之碩士論文)。國立高雄師範大學，高雄市。二、英文文獻Adams, M. 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