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題名 以學習者為中心與合作學習法運用電子白板：國中英語教學之個案研究
Using the Interactive Whiteboard for Learner-centered and Cooperative Language Learning: A Case Study on English Instruction in Junior High School
作者 周瑄妍
Chou, Hsuan Yen
貢獻者 招靜琪
Chao, Chin Chi
周瑄妍
Chou, Hsuan Yen
關鍵詞 電子白板
學習者為中心
合作學習法
Interactive Whiteboard
learner-centered
cooperative language learning
日期 2012
上傳時間 2-九月-2013 17:43:41 (UTC+8)
摘要 本研究旨在觀察了解利用電子白板融入英文教學，輔以學習者為中心的教學理念讓國中九年級的學生利用合作學習的機會來完成演示任務的過程。本研究方法採質性研究，採用兩班共選四組十六名九年級學生做為觀察對象，利用課堂觀察，訪談，及教師反思日誌，著重在觀察老師、學生與電子白板三者之間的互動過程，學生學習態度以及老師對於自己教學方式的省思。
經由本研究發現學生能接受新的電子白板教學方式，電子白板的多媒體教材能吸引較低成就學生的學習興趣，進而增加其跟電子白板互動的意願。學生剛開始不能適應學習者為中心的教學法，在團隊合作方面通常都以組長為中心擔負過多工作，有責任分配不均的問題。部分學生只被動地接受組長分派工作，甚至有學生完全沒有參與。進一步分析後發現學生因缺乏相關合作經驗、指導與長期競爭的升學壓力下，在過程中對於此計畫有諸多抱怨，認為本計畫壓縮他們學習時間進而影響之後的升學考試；但是在經過幾次成功完成演示任務後，學生開始產生信心而改變對此教學法的態度。因此雖然電子白板有其缺點，但學生仍對於電子白板融入教學活動保持正面態度。
以研究者同時為教學者的角度而言，有了電子白板教師能方便提供貼近生活的補充教材，設計文法互動遊戲，刺激學生學習意願。然而電子白板也有其缺點，包括尺寸限制、反光、燈光昏暗導致學生上課精神不佳等問題。更重要的是，實施學習者為中心的電子白板教學為身為教師的一大挑戰，教師要轉換身分為學生學習的輔助者、適應並開發電子白板的教學軟體、承受學生們質疑此項計畫的聲音並且在不拖累教學進度下實行本研究，這些在在都成為教師的壓力來源。然而在看到學生的進步及態度的轉變，再加上觀察者的鼓勵及其對於電子白板的教學也產生興趣後，教師也發現電子白板所帶來的改變及其效益而有所改觀。透過本研究同時也發現教師需要更多的資源與協助來完成電子白板的教學。最後，研究者提出相關的建議以作為未來電子白板教學研究的參考。
The purpose of the study was to investigate the process of utilizing the Interactive Whiteboard (IWB) and the learner-centered instruction and having four groups of sixteen 9th graders, who belonged to two classes, cooperated to accomplish presentation tasks. Grounded in qualitative inquiry, the study used classroom observation, group interviews, and the teacher’s log as the data for analysis. Focusing on the process of interaction between the students and the IWB, the students’ attitudes, and the teachers’ own reflections after implementing the IWB plan.
It was found that the students accepted the new IWB instructional plan because of its multimedia teaching material, which facilitated some low achievers’ interests making them willing to interact with the IWB. As for the students’ performances, the researcher found that the students were not used to the learner-centered instruction. The group leaders were usually responsible for the majority of works and caused an unfair share of works among group members. Some students stayed passive and only received the work from their group leaders, and some did not involve in the group activities and presentations at all. After further investigation, it was found that
the students were lack of experience and teacher’s guidance. Furthermore, they were long under the competitive educational culture. They thought that doing such cooperative tasks would take up their study time and further affect the effort they make for the high school entrance examination, so they had a lot of complaints during the plan. However, after several times of accomplishing the presentation tasks together, the students started to gain confidence and change their attitudes. Although there were some drawbacks, the students eventually held positive attitudes toward the IWB instructional plan.
From the teacher/researcher’s point of view, with the IWB, the teacher could also provide the students with some authentic materials and design some grammar games for the students to learn. However, there were still some disadvantages of the tool, including size limitation, sun reflection, and the dark light which made the students feel sleepy. Most importantly, it was a great challenge for the teacher/researcher to implement the plan. The teacher had to first change her role from a dominator to a facilitator, adjust the program and develop some games from the IWB, implement the plan under the pressure of the students’ complaints while following the school-required teaching schedule in the meantime. Seeing the progress of the students’ performances and their change of attitudes, together with the encouragement of two observers and the other English teachers’ interests in the plan, the teacher/researcher changed her attitudes toward the plan as well. The results of the study suggest that more resources and supports are needed for teachers to achieve the IWB plan. Finally, other suggestions for the IWB instructional plan are provided for further studies.
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描述 碩士
國立政治大學
英語教學碩士在職專班
97951015
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0097951015
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (作者) 周瑄妍zh_TW
dc.contributor.author (作者) Chou, Hsuan Yenen_US
dc.creator (作者) 周瑄妍zh_TW
dc.creator (作者) Chou, Hsuan Yenen_US
dc.date (日期) 2012en_US
dc.date.accessioned 2-九月-2013 17:43:41 (UTC+8)-
dc.date.available 2-九月-2013 17:43:41 (UTC+8)-
dc.date.issued (上傳時間) 2-九月-2013 17:43:41 (UTC+8)-
dc.identifier (其他 識別碼) G0097951015en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59623-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 97951015zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在觀察了解利用電子白板融入英文教學，輔以學習者為中心的教學理念讓國中九年級的學生利用合作學習的機會來完成演示任務的過程。本研究方法採質性研究，採用兩班共選四組十六名九年級學生做為觀察對象，利用課堂觀察，訪談，及教師反思日誌，著重在觀察老師、學生與電子白板三者之間的互動過程，學生學習態度以及老師對於自己教學方式的省思。
經由本研究發現學生能接受新的電子白板教學方式，電子白板的多媒體教材能吸引較低成就學生的學習興趣，進而增加其跟電子白板互動的意願。學生剛開始不能適應學習者為中心的教學法，在團隊合作方面通常都以組長為中心擔負過多工作，有責任分配不均的問題。部分學生只被動地接受組長分派工作，甚至有學生完全沒有參與。進一步分析後發現學生因缺乏相關合作經驗、指導與長期競爭的升學壓力下，在過程中對於此計畫有諸多抱怨，認為本計畫壓縮他們學習時間進而影響之後的升學考試；但是在經過幾次成功完成演示任務後，學生開始產生信心而改變對此教學法的態度。因此雖然電子白板有其缺點，但學生仍對於電子白板融入教學活動保持正面態度。
以研究者同時為教學者的角度而言，有了電子白板教師能方便提供貼近生活的補充教材，設計文法互動遊戲，刺激學生學習意願。然而電子白板也有其缺點，包括尺寸限制、反光、燈光昏暗導致學生上課精神不佳等問題。更重要的是，實施學習者為中心的電子白板教學為身為教師的一大挑戰，教師要轉換身分為學生學習的輔助者、適應並開發電子白板的教學軟體、承受學生們質疑此項計畫的聲音並且在不拖累教學進度下實行本研究，這些在在都成為教師的壓力來源。然而在看到學生的進步及態度的轉變，再加上觀察者的鼓勵及其對於電子白板的教學也產生興趣後，教師也發現電子白板所帶來的改變及其效益而有所改觀。透過本研究同時也發現教師需要更多的資源與協助來完成電子白板的教學。最後，研究者提出相關的建議以作為未來電子白板教學研究的參考。		zh_TW
dc.description.abstract (摘要) The purpose of the study was to investigate the process of utilizing the Interactive Whiteboard (IWB) and the learner-centered instruction and having four groups of sixteen 9th graders, who belonged to two classes, cooperated to accomplish presentation tasks. Grounded in qualitative inquiry, the study used classroom observation, group interviews, and the teacher’s log as the data for analysis. Focusing on the process of interaction between the students and the IWB, the students’ attitudes, and the teachers’ own reflections after implementing the IWB plan.
It was found that the students accepted the new IWB instructional plan because of its multimedia teaching material, which facilitated some low achievers’ interests making them willing to interact with the IWB. As for the students’ performances, the researcher found that the students were not used to the learner-centered instruction. The group leaders were usually responsible for the majority of works and caused an unfair share of works among group members. Some students stayed passive and only received the work from their group leaders, and some did not involve in the group activities and presentations at all. After further investigation, it was found that
the students were lack of experience and teacher’s guidance. Furthermore, they were long under the competitive educational culture. They thought that doing such cooperative tasks would take up their study time and further affect the effort they make for the high school entrance examination, so they had a lot of complaints during the plan. However, after several times of accomplishing the presentation tasks together, the students started to gain confidence and change their attitudes. Although there were some drawbacks, the students eventually held positive attitudes toward the IWB instructional plan.
From the teacher/researcher’s point of view, with the IWB, the teacher could also provide the students with some authentic materials and design some grammar games for the students to learn. However, there were still some disadvantages of the tool, including size limitation, sun reflection, and the dark light which made the students feel sleepy. Most importantly, it was a great challenge for the teacher/researcher to implement the plan. The teacher had to first change her role from a dominator to a facilitator, adjust the program and develop some games from the IWB, implement the plan under the pressure of the students’ complaints while following the school-required teaching schedule in the meantime. Seeing the progress of the students’ performances and their change of attitudes, together with the encouragement of two observers and the other English teachers’ interests in the plan, the teacher/researcher changed her attitudes toward the plan as well. The results of the study suggest that more resources and supports are needed for teachers to achieve the IWB plan. Finally, other suggestions for the IWB instructional plan are provided for further studies.		en_US
dc.description.tableofcontents Acknowledgements iii
Chinese Abstract viii
English Abstract x
Chapter One: Introduction 1
Background 1
Purpose and research questions of the study 2
Significance of the study 3
Chapter Two: Literature Review 5
Research on CALL 5
Research on IWB 6
The effectiveness of IWB 7
The need for qualitative studies of IWB 8
Case studies on IWB 9
Comparison of previous IWB studies 10
Learner-centered and cooperative learning 11
Chapter Three: Methodology 15
Research paradigm 15
Context and participants 15
The context 15
The teacher/researcher 15
Participants 16
Data collection 18
Teacher’s logs 18
Classroom interaction video data 18
Interview with the two observers 18
Semi-structured group interview 19
Procedure 20
Data analysis 23
The framework and the timeline of the study 24
Overview of what are to be presented below 24
Chapter Four: Findings 27
Overview of Class A 27
Overview of Class B 31
Class A Group A 36
Overview of Group A 36
Presentation style of Group A 37
Tina 39
Tim 41
Zoe 45
Jean 47
Summary of Group A 49
Group B 50
Overview of Group B 50
Presentation style of Group B 51
Edward 53
York 56
Yvonne 59
Serena 61
Summary of Group B 63
Class B Group C 64
Overview of Group C 64
Presentation style of Group C 65
Gary 66
Dave 69
Molly 71
Penny 74
Summary of Group C 76
Group D 78
Overview of Group D 78
Presentation style of Group D 78
Tracy 80
Chad 82
Howard 85
Grace 87
Summary of Group D 90
The comparison of four groups 91
Teacher/Researcher’s viewpoint toward the four groups 97
Chapter Five: Discussion 99
Addressing research question 1 99
Positive interdependence 99
Face-to-face promotive interaction 100
Individual accountability 100
Social skills 101
Group processing 102
Some practical issues about the present educational environment 103
Students accept the norm of exam-oriented and teacher-fronted learning environment which was against teacher/researcher’s belief in the research 105
Addressing research question 2 106
The change of teacher’s role from a teacher-centered classroom to learner-centered instruction 106
Students’ reactions from the grammar teaching approach to learner-centered instruction 109
Interactions between the teacher and students in the plan 111
Addressing research question 3 112
The teacher’s reflection after implementing the IWB plan 112
Limitation of the existing educational environment 119
Influence on colleagues to have different thoughts on IWB instruction 121
The IWB instruction in some schools 122
Summary of the chapter 123
Chapter Six: Conclusions 125
Summary of the findings 125
Pedagogical implications 128
Limitations of the study 130
Suggestions for the further studies 130
Conclusion 131
References 133
Appendixes 147		zh_TW
dc.format.extent 896908 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0097951015en_US
dc.subject (關鍵詞) 電子白板zh_TW
dc.subject (關鍵詞) 學習者為中心zh_TW
dc.subject (關鍵詞) 合作學習法zh_TW
dc.subject (關鍵詞) Interactive Whiteboarden_US
dc.subject (關鍵詞) learner-centereden_US
dc.subject (關鍵詞) cooperative language learningen_US
dc.title (題名) 以學習者為中心與合作學習法運用電子白板：國中英語教學之個案研究zh_TW
dc.title (題名) Using the Interactive Whiteboard for Learner-centered and Cooperative Language Learning: A Case Study on English Instruction in Junior High Schoolen_US
dc.type (資料類型) thesisen
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