臺灣博碩士論文加值系統

自九十學年度起，國民小學高年級開始實施英語教學，並自九十四學年度開始，向下延伸至中年級。為尋找使學生更快樂且更有效的英語學習方法，讓每個學生都能進步，解決大班級教學，不管程度好壞，同用一本教材，大家進度一樣，教學效果卻不彰的問題。本研究透過文獻蒐集、整理與分析，探討語言學習之動機理論、語言習得理論，以及網路多媒體電子書與網路學習結合應用於英語教學之研究，並以之為理論基礎，蒐集整理外國之優質電子書，架構「英語教學管理系統」進行「線上測驗闖關活動」，採觀察為主，量化數據為輔之行動研究方法，分析學生對使用「英語教學管理系統」與「線上測驗闖關活動」之問卷回應。
研究結果：(一) 大部分學生喜歡利用「英語教學管理系統」進行「英語測驗闖關活動」學習英語，在聽、說與閱讀的項目上顯示較高的興趣，但對寫作則較不感興趣；(二)體育班學生對「英語測驗闖關活動」持肯定回應的比率較音樂班學生略高；(三) 大部分學生對系統的內容與介面設計覺得滿意、有趣；(四)學生學習中會遇到電腦操作與英語學習的困難，多數學生能夠自行找出解決之道。
綜合以上結果，對於教學現場以及相關教育研究者提出教學與研究方面的建議。希冀本研究能夠對日趨蓬勃的網路資源學習以及資訊融入各科教學，提供微薄的貢獻。

Action Research on the Implementation of a Web-Based Tutorial for Primary School
Abstract
English has been taught in the primary schools in Taiwan since 2001. To help them learn English well, teachers should give students at different levels a variety of materials. This research aimed to find a feasible solution to help all students within a classroom framework to improve their English learning smoothly and efficiently, with students logging into a Web-Based Tutorial website based on such theories as learning motivation, language acquisition, and the application of e-books in on-line learning, while they engaged in individualized learning activities. Two classes of students were each divided into four levels according to the results of a pretest, with each of the four groups in the two classes receiving a different set of materials.
The resulting data had been collected from a questionnaire and presented as a percentage, which indicated that, (1) most students liked using the Web-based Tutorial to learn English, showing higher interest in the listening, speaking, and reading activities and lower interest in the writing ones； (2) students in one class responded positively, no doubt due to the sense of achievement they gained when they were able to pass the test and go to the next lesson, thereby showing a higher percentage of interest than those in the other class；(3) most students were satisfied with the interface of the Web-based Tutorial and showed interest in its contents；(4) most students felt that they could handle problems by themselves when they encountered them during the on-line learning sessions.
Finally, the researcher offered suggestions to interested teachers and researchers for future reference.
Key words: e-books, web learning, self-help tutorial

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與研究問題 6
第三節 研究之重要性 8
第四節 名詞解釋 9
第五節 研究範圍與限制 11
第二章 文獻探討 13
第一節 學習動機之理論基礎與相關研究 13
學習動機之理論基礎 13
小結 20
第二節 教學媒材 21
電子書之相關研究 22
傳統紙本教材之優點與限制 25
數位線上電子書之優點與限制 26
小結 27
第三節 傳統面對面教學與網路自主學習 27
教室中發展網路自主學習的條件 28
編序教學與網路自主學習的差異 29
小結 30
第四節 語言習得相關理論探討 31
語言習得與發展 31
英語能力的習得 36
小結 43
第五節 電腦網路為基礎之英語學習 44
電腦輔助之語言學習與網路為基礎之語言學習 45
多媒體電子書之適用性 52
網路學習英語的可能應用模式與特點 52
小結 56
第三章 研究方法與步驟 57
第一節 研究歷程 57
界定問題 57
擬定計畫與策略 58
架構英語教學管理系統 58
進行實驗 65
檢討反思 68
撰寫論文 69
第二節 行動研究法 70
行動研究法簡介 70
行動研究的目的與範圍 70
行動研究的實施原則與步驟 71
小結 73
第三節 研究場域與研究者角色 74
研究場域 74
研究對象 74
研究者的經驗與角色 75
第四節 研究工具 75
英文前測試卷 75
英語教學管理系統 76
英語教學管理系統學後問卷 77
第五節 資料處理與分析 78
第四章 研究結果分析與討論 79
第一節 對象分析與分組結果討論 79
第二節 問卷調查之結果與討論 83
第三節 研究者與學生對話內容整理 106
第五章 結論與建議 111
第一節 結論 111
第二節 建議 113
對教育實務應用的建議 113
對未來之研究者的建議 116
參考文獻 117
一、中文部份 117
二、英文部份 120


表 次
表 2-1 促進內在動機之因素 15
表 2-2 歸因別與歸因事項特徵的關係 18
表 2-3 網路學習之優點與限制 46
表 3-1 選用電子書內容簡介 62
表 3-2 行動研究的基本假設 71
表 3-3 行動研究的實施原則 71
表 3-4 行動研究的實施步驟 72
表 4-1A 音樂班與體育班學生分組表 81
表 4-1B 音樂班與體育班研究結束後之學生分組表 81
表 4-2 體育班及音樂班學生聆聽體育班及音樂班學生聆聽「英語教學管理系統」上電子書錄音之回應 84
表 4-3 體育班及音樂班學生對「英語教學管理系統」上錄音作業之回應 85
表 4-4 體育班及音樂班學生閱讀「英語教學管理系統」上電子書之回應 88
表 4-5 體育班及音樂班學生對「英語教學管理系統」上英文文章寫作之回應 92
表 4-6 體育班及音樂班學生對「英語教學管理系統」內容與介面設計之回應 94
表 4-7 體育班及音樂班學生參與「英文電子書闖關活動」之回應 97
表 4-8 體育班及音樂班學生使用「英語教學管理系統」遭遇困難時之處理態度回應 99
表 4-9 問卷開放性問題整理 103

圖 次
圖3-1 英語教學管理系統架構圖 59
圖3-2 線上英語學習與闖關流程圖 66
圖4-1A體育班學生前測成績分布圖 80
圖4-1B音樂班學生前測成績分布圖 81
圖4-2 師生線上互動樣本1 106
圖4-3 師生線上互動樣本2 106
圖4-4 師生線上互動樣本3 107
圖4-5 師生線上互動樣本4 107
圖4-6 師生線上互動樣本5 108
圖4-7 師生線上互動樣本6 108
圖4-8 師生線上互動樣本7 109
圖4-9 師生線上互動樣本8 109
圖4-10 師生線上互動樣本9 109
圖4-11 師生線上互動樣本10 110

附錄一 前測題庫 129
附錄二 線上學習教材 135
附錄三 問卷 155

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