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研究生:潘星宇
研究生(外文):Hsing-Yu Pan
論文名稱:英語繪本教學之歷程導向的課程研究
論文名稱(外文):A Process-Oriented Approach to A Curriculum Study on Storybook Teaching and Learning
指導教授:王鳳敏王鳳敏引用關係
指導教授(外文):Fengmin Wang
學位類別:碩士
校院名稱:國立臺灣海洋大學
系所名稱:應用英語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2013
畢業學年度:101
語文別:英文
論文頁數:97
中文關鍵詞:繪本多元活化課程英語為外語課程國小過程導向
外文關鍵詞:storybookMultiple-activation ProgramEFL coursesprimary schoolprocess-oriented
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本研究目的在於探究新北市「活化實驗課程方案」當中,以英語為外語學習課程,利用英語繪本進行教學之情形。本個案以某校五年級「中階英語社團(ELC)」之學生為研究對象,並採過程導向之方法進行質性研究。本研究旨在理解教室成員如何透過互動達成學習目的。研究資料蒐集之方法包含課室觀察、課程錄音與錄影、課後觀察筆記、以及文件蒐集。研究資料分析及建構之方式為建立課程架構圖、記錄課室言談逐字稿、言談分析及三角檢證法。
研究發現如下。第一、課程計畫顯示課程重點包含三方面,分別為加強故事理解、單字與句型應用,以及強化學生閱讀興趣。第二、透過教室言談之分析,可發覺在互動過程當中,本課程著重語言內涵與意見交換兩方面。雖然計畫與實質課程皆重語言應用,但實質互動的內涵顯示語言應用偏重讀與寫,而非預期的口語及書寫互動模式。造成預期與實質差異的原因可能來自選用之繪本的語言類型,以及最後實作活動的特性為寫作活動。另外,課室言談中與故事內容相關之意見交換,顯示學生的理解不僅侷限於字面意義,而可進一步根據故事反應想法與意見。最後,在語言層面,學生在口語字彙方面的表現有所進展,並得以在小書創作的活動中,於有意義的情境下活用語言。在批判性思考層面,每當有機會使用故事書閱讀,學生即有機會產生批判性的意見,並且可能隨閱讀次數而達到不同層次的思考。另外,對於學生的意見採取開放態度的班級氣氛,有助於鼓勵更多學生加入表達創意性的思考。而賦予學生自由選擇使用母語或外語表達,也對於學生的創意與批判性思考有重要意義。
本研究建議平時教導學生一般英文課程之英文老師,應擔起規畫執行繪本課程教學的責任。對學生語言程度的理解,有助於教師選擇適用的繪本作為學習教材。再者,因繪本課程需要投入大量心力與資源,英語為外語課程的老師應協同設計與執行繪本課程,以在減少負擔的情形下達成多元教學目標。
The purpose of the study is to investigate storybook teaching and learning in an EFL course of a Multiple-Activation Program in New Taipei City. A grade five class of the English Learning Club (ELC) was selected as a case for a close investigation. The researcher took a process-oriented perspective to gain an understanding on how participants co-constructed the course and reached the learning expectations. The data set included the class observation, video and audio recording, after-class note taking, and collection of artifacts. The data analysis techniques included course mapping, transcriptions of classroom discourses, discourse analysis, and triangulations.
The research findings were as follows. First, the course plan showed that the three most emphasized learning objectives of the course were incorporated by enhancing students’ comprehension of the text, applying learned language knowledge of words and sentences, and enhancing students’ reading interests. Second, the investigation on classroom discourses showed that the teaching and learning stressed on both the scopes of language content and exchanges of ideas. Students were supported to apply language knowledge as planned, mostly in reading and writing texts. The differences between the plan and the constructed course were caused by the genre of the chosen story and the features of the final project work as being a writing project. Moreover, classroom discourse of exchanges of idea relating to the story showed that extent of comprehension was not limited at the word level. Students were able to go one step further to reflect their own thoughts and ideas. Finally, students showed improvement in their spoken vocabulary and accessed to the language usage in a meaningful way in the Booklet Project. Moreover, it was found that critical thinking appeared very often and reached a different level when students have a chance to access to the storybook. Accepting of students’ ideas which were beyond adults’ imaginations was the first step to encourage more students to participate in the creative thinking. The freedom of choosing either L1 or FL to express meaning was essential for students participating in creative or critical thinking.
It is suggested that the teacher of the textbook-based EFL courses should be the same one teaching the ELC course, because they have the best understanding on students to choose the most appropriate books for learning. Next, because it takes careful design for activities helping students in learning of multiple aspects, teachers often need to spend extra time and efforts in course preparation. Therefore, it is suggested the EFL teachers should cooperate to develop the course and the materials for a storybook-learning course.
摘要 I
Abstract II

Table of Contents III
List of Figure V
List of Table VI

Chapter One Introduction 1
Statements of the Problem 1
Research Purposes and Questions 3
Significance of the Study 3

Chapter Two Literature Review 5
The Policies and Background of the ELC Course 5
Theoretical Base of Storybook Teaching and Learning 6
Values of Applying Storybook in Classroom Context 6
Methods of Storybook Teaching and Learning 10
Studies of EFL Courses in the Multi-activation Curriculum 14
A Process-Oriented Approach to Curriculum 16

Chapter Three Methodology 19
Design of the Study 19
Students and Teacher as Participants 23
Researcher’s Roles 23
Planning the ELC Course 24
Data Collection Techniques 25
Observation during class 25
Video and audio recording 25
After-class note taking 26
Collection of artifacts 26
Constructing and Analyzing Data 26
Course mappings 30
Transcriptions 32
Discourse analysis 32
Triangulation 32

Chapter Four Data Analysis 33
The Course Plan 33
Teacher’s Belief 33
Needs Assessment 33
Course Content and Objectives 35
Material selection 36
Course Organization 37
Assessment 39
The Planned Activities 39
Before-reading Discussion 40
Story Telling 40
Post-reading Discussion 40
Language Learning and Games 41
Reading Aloud and Role-play Reading. 41
Reading Logs. 41
Project Work. 41
The Collectively Constructed Classroom Practices 43
The overall picture of the WGBH learning phase 45
Before-reading Discussion. 46
Storytelling 48
Language Learning and Language Games. 50
Reading Aloud 52
Post-reading Discussion. 54
Project Work (Booklet Project) 56
Teacher’s Discourse Functions and the Constructed Content 58
Giving question to elicit new words 60
Presenting the learning text 61
Giving assignment 62
Directing Reading 63
Providing feedbacks 66
Giving questions to elicit background knowledge. 70
Directing associative thinking 71
Directing text recreation 71
Directing a new reading method 74
Students’ Performances in Multiple Aspects 76
In the Aspect of Language Learning 76
In the Aspect of Critical Thinking 78
In the Aspect of Creative Thinking 81

Chapter Five Conclusion and Implication 85
Conclusions of the Study 85
Implications for Future Storybook Learning Courses 86

References 89
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