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研究生:徐筱宇
研究生(外文):Hsu, Hsiao-Yu
論文名稱:北市國小英語教師遊戲融入英語教學之現況研究
論文名稱(外文):The Integration of Games into English Classrooms :A Study of Elementary School English Teachers’ Attitudes and Practices in Taipei City
指導教授:張湘君張湘君引用關係
指導教授(外文):Chang, Shiang-Juin
學位類別:碩士
校院名稱:國立台北師範學院
系所名稱:兒童英語教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2005
畢業學年度:93
語文別:中文
論文頁數:138
中文關鍵詞:遊戲教學態度遊戲實施國小英語教學
外文關鍵詞:gamesgame attitudesgame practiceelemenatry English teaching and learning
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  本研究旨在探討國小英語教師對於遊戲融入英語教學的看法以及遊戲的使用現況調查。藉由透過問卷調查的方式了解英語教師對遊戲在教學上所扮演的角色功能,包括:「教學效率」、「情感支持」、「教室互動」和「語言學習」的看法;最後,並且調查教師使用遊戲進行英語教學時,相關的遊戲方法和施行。期望藉由本研究提供有關遊戲教學在國小英語課程中使用的情況和反思,促使英語教學更加活潑、生動並具啟發性。
  根據研究結果發現,教師針對四項遊戲在教學上所扮演的角色當中,大多數的老師都相當同意遊戲在提升教師「教學效率」、增加「情感支持」以及活絡「教室互動」有正面的幫助,至於教師對遊戲在幫助「語言學習」上,則有較多的英語教師不完全認同此項遊戲的功效。此外,研究中也指出教低、中、高年級的英語老師對遊戲的看法有些不同,相較於高年級的英語教師,低年級和中年級老師較肯定遊戲有助於提升「教學效率」。對於遊戲在幫助學生「語言學習」方面上,低年級老師也比較持有正面的態度,高年級老師則較不認同。至於在遊戲教學的實施上,各個年級英語老師使用遊戲的頻率上,高年級教師使用的最少,也呼應了高年級教師對於遊戲使用看法較為存疑的態度。此外,教師進行遊戲教學時,以「教室秩序的維持」和「讓每個學生都有足夠的練習」最為困難。在師資培訓上,針對國小英語教學環境,設計與遊戲教學相關的教育訓練和課程,提供英語教師在教學技巧上的應用與變化。
  The purpose of the study aims to explore English teachers’ attitudes toward the integrative use of games into English teaching and their practices. English teachers’ attitudes are surveyed in terms of the four roles of games in English teaching and learning: Teaching Efficiency, Affective Support, Classroom Dynamics and Language Learning. Their practices of using games in class are also explored including the preparation and implementation of games. It is hoped to promote more active, motivating and inspiring teaching in English education.
  According to the results, the major findings are: (1) Most teachers believe that games are effective in increasing teaching efficiency, providing affective support to students and activating classroom dynamics. (2) Most teachers are less positive toward the use of games in enhancing students’ language learning. (3) Low and middle grade-level teachers tend to have more positive attitudes toward the use of games than high grade-level teachers do in increasing teaching efficiency. (4) Low grade-level teachers tend to be more positive toward the use of games than high grade-level teachers do in enhancing students’ language learning. (5) High grade-levels teachers use games less frequently in class than low and middle grade-level teachers do. (6) When teachers use games in class, most of them are concerned about the maintenance of class order and the amount of practice for each student.
Table of Contents
Chapter 1 Introduction 1
1.1 Research Background and Motivation 1
1.2 Purpose of the Study 3
1.3 Research Questions 4
1.4 Significance of the Study 4
1.5 Definition of Terms 5
Chapter 2 Literature Review 7
2.1 Definition of Games 7
2.1.1 Games Are Rule-governed 8
2.1.2 Games with Goals 9
2.1.3 Competition 11
2.2 Types of Games 12
2.2.1 Structural and Communicative Games 13
2.2.2 Competitive and Cooperative Games 15
2.3 Teachers’ Attitudes toward Game Use 17
2.4 The Values of Playing Games 18
2.5 Games in EFL Teaching and Learning 20
2.5.1 Affective Aspect 20
2.5.2 Cognitive Aspect 25
2.5.3 Classroom Dynamics 27
2.5.4 Adaptability 30
2.6 Teaching English through Games 31
2.6.1 Selecting Games 32
2.6.2 Before a Game 33
2.6.3 Using Games 34
2.6.4 Some Pedagogical Concerns over Game Use 36
Chapter 3 Methodology 38
3.1 Pilot Study 38
3.1.1 Subjects 38
3.1.2 Instrument 38
3.1.3 Data Analysis 40
3.2 Main Study 41
3.2.1 Subjects 41
3.2.2 Instruments 41
3.2.3 Procedures 51
3.2.4 Data Analysis 53
Chapter 4 Results and Discussions 54
4.1 Survey Results 54
4.1.1 Background of Teachers Surveyed 54
4.1.2 Teachers’ Attitudes Toward the Use of Games 60
4.1.3 Teachers’ Practice of Games 69
4.2 Interview Results 84
4.2.1 Game Attitudes 85
4.2.2 Game Use 85
4.2.3 Game Effectiveness 85
4.2.4 Difficulties 86
4.2.5 Game Assessment 87
Chapter 5 Conclusions and Implications 88
5.1 Conclusions 88
5.2 Implications and Suggestions 95
5.2.1 To Teacher Trainers 95
5.2.2 To Teacher Education 96
5.2.3 To EFL Material Developers 96
5.2.4 To School Authorities 97
5.2.5 To English Teachers 97
5.3 Limitations of the Study 98
5.4 Concluding Remarks 98
References 100
Appendixes 110
Appendix A Questionnaire Used in the Pilot Study 111
Appendix B Questionnaire Used in the Formal Study 116
Appendix C Questionnaire Used in the Formal Study—English Version 122
Appendix D Interview Questions 129
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