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研究生:張曉瑜
論文名稱:運用GS輔助國中英語合作學習之研究
論文名稱(外文):A study of utilizing Group Scribbles to facilitate collaborative English learning for junior high school students
指導教授:林秋斌林秋斌引用關係
學位類別:碩士
校院名稱:國立新竹教育大學
系所名稱:數位學習科技研究所
學門:教育學門
學類:教育科技學類
論文種類:學術論文
畢業學年度:97
語文別:英文
論文頁數:116
中文關鍵詞:Group Scribble平板電腦合作學習EFL基測應試能力
外文關鍵詞:GSTablet PCcollaborative learning activityEFLBCTEST
相關次數:
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行動科技對於現今人類生活產生革命性影響,學校教育也因此有許多重大的變革;無線網路的進步不僅拓展了學習的場域範圍,科技載具的發展亦開啟了教學的多元面向。本研究採用與SRI International 教學科技中心共同開發之Group Scribble系統,搭配Tablet PC(平板電腦)融入國中英語課堂情境;探討GS-based合作學習活動運用於國中英語課程之可能性以及對於輔助教師課堂教學和EFL學童基測應試能力的成效性。實驗研究有三項主要結論:
一、強化學生的基測應試能力:透過前、後測和延宕測驗成績的統計分析,發現實驗教學對於學生字彙類型學習效果最大,對圖文題型的學習亦具有意義的啟發效果;克漏字和閱讀測驗項目因涵蓋較複雜、高層次的語法知識,無法在實驗教學期間快速進步,故克漏字和閱讀理解兩項成效較不顯著。
二、改善大班教學的檢討時效:系統平台提供的即時完整學習紀錄、動態成果統計資料,對於教師分享團體想法、檢討學習產出具有極佳的時效性。
三、提昇學生的英語學習興趣:透過行動載具的輔助呈現和同儕合作的學習模式,塑造嶄新且有趣的學習模式和課堂情境,促使學生提高語言理解、強化學習遷移,提升學習興趣;和增進人際溝通、合作協調能力。
另外,本研究提出三點建議:進行更大規模與長期的實驗研究、應用於其他課程領域、持續擴充開發系統平台功能,作為後續相關研究及未來教學應用之參考。行動載具進入教室現場,可以讓教學變得更加豐富多樣,亦可讓學習時段延續到課後探索,學習場域由課堂內拓展到教室外;行動科技不能完全取代正式教育的角色,但相信行動載具作為提供教學有效支援與強化學習意願這兩大功能絕對具有正面的效果。期許資訊科技的不斷進步可以帶來教學的新契機,學習的新模式,促使教學更趨多元化、活潑化,學習也更自主化、自由化。預期在可預見的未來,學生攜帶電子輔具在課堂學習,勢必會成為教室內的另一番新氣象!
This research aims to discover the mobile learning device on the potentialities of supporting English learning and the effectiveness of assisting EFL students’ capabilities in taking BCTEST. The experiment adopted Group Scribble learning tool developed with SRI International scientific-technological center. GS is an adjutant system that uses Tablet PC to support English curriculum and classroom environment. The researcher designed creative activities and used integrative strategies to improve traditional problems of English curriculum. Three main conclusions are as following.
1.The level of language comprehension especially on the vocqabulary category was raised by the experimental form of teaching. The abilities of answering questions with pictures were pushed ahead. However, the progress was’t presented in cloze and reading items. The primary factors were due to time limitation and the students’ inexperience in construction of complicated language knowledge.
2.By utilizing mobile learning device with the GS system, the teacher can totally grasp the situation of all students’ collaborative learning and immediately check their specific thoughts.
3.The interpersonal communication skills are promoted and the whole learning motivation can also advanced with taking collaborative learning activities.
To sum up, this study reveals the effects of implementing GS-based collaborative learning activities in English curriculum of the junior high school are generally positive. It is recommended that teachers should consider the possible difficulties if they intend to integrate into the traditional English classrooms. The researcher think technology progresses will bring the brand new teaching and learning pattern.
第一章 緒論 1
第一節 研究背景 1
第二節 研究動機 2
第三節 研究目的與問題 4
第四節 研究範疇 5
第五節 重要名詞 6
第二章 文獻探討 8
第一節 英語教學法 8
第二節 第二語言習得 12
第三節 合作學習 18
第四節 科技與學習 22
第三章 研究方法 25
第一節 系統架構 25
第二節 研究流程 29
第三節 教學設計 31
第四節 研究工具 44
第四章 研究分析 46
第一節 實驗教學 46
第二節 測驗分析 54
第三節 問卷分析. 59
第四節 訪談記錄 63
第五節 課堂觀察 66
第六節 教學反思日誌 69
第五章 結論與建議 71
第一節 研究結論 71
第二節 研究建議 74
第三節 實驗心得 76
參考文獻 79
附錄資料 83

附錄一 94~96年基測英語科成績一覽表 83
附錄二 學習感受問卷 85
附錄三 課程回饋問卷 86
附錄四 教學反思日誌 87
附錄五 前測試題 88
附錄六 後測試題 100
附錄七 控制組-前測、後測、延宕測驗成績統計表 113
附錄八 實驗組-前測、後測、延宕測驗成績統計表 115
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2nd IEEE International Workshop
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