臺灣博碩士論文加值系統

從2001年至今，台灣公立小學的英語教育還未實施以英文文學為主要的英文學習教材並納入在完整的英文課程綱要中。台灣的公立小學一直使用英文教科書將近二十年了。本實驗研究旨在探索使用蘇斯博士的書作為英文課程主要學習教材，並比較使用蘇斯博士的圖畫書和康軒英文教科書的英語學習效果。同時，本實驗研究調查了學生對於使用蘇斯博士的圖畫書和康軒英文教科書的態度和想法。本研究採用量化和質化方法。受試者共102位，包括台東縣寶桑國民小學從三年級丶四年級到五年級的學生。本研究之教學實驗設計持續兩個月，質性觀察期間持續五個月的時間。研究結果如下：
實驗組學生使用蘇斯博士的書，其英語學習效果比使用康軒英文教科書的
 控制組更好。
實驗組學生使用蘇斯博士的書，其學習態度比使用康軒英文教科書的
 控制組更為積極。
四年級和五年級使用過兩種教材的學生，比較喜好選擇蘇斯博士的書
 做為英文學習教材。
實驗組的學生能更多參與英語的學習，並且更有自信能在外語的環境中和外國人自然的說英語。此外，實驗組學生表現出對蘇斯博士書籍的熱情和熱愛。在質性觀察的結果也顯示，這些學生受到蘇斯博士的想像力和創造力的積極正面影響。
 根據研究結果，蘇斯博士的書及其他文學圖畫書應該運用於英語課程綱要中來教導學生的英語讀寫能力。本研究建議，英文文學教材對於小學生的英文教育是相當重要的教育專業發展。本研究同時提出建議給英語教育學育專家丶英文教師及英文教師培訓的建議，以供參考。


Abstract

Literature-based material has not been explored or implemented in a public whole school system in Taiwan’s EFL classroom since 2001. Public elementary schools have used traditional English textbooks for almost two decades. This experimental study aims to explore using Dr. Seuss’s books as English teaching material in a whole school’s English Curriculum and to investigate the English learning effectiveness between using Dr. Seuss’s picture books and the Kang Hsuan English textbooks. Next, this study investigates the students’ attitudes toward using Dr. Seuss’s books and the Kang Hsuan English textbooks in learning English. The study used both the quantitative and qualitative methods. The subjects contained 102 students in Taitung County Baosang Elementary School from Grade 3, Grade 4, and Grade 5. The experimental period of teaching programs was two months and the observational period lasted for five months. The findings were as follows:
The experimental group who used Dr. Seuss’s books in English Curriculum had better English learning effectiveness compared to the control group who used the Kang Hsuan English textbooks.
The experimental group had more positive attitudes toward using Dr. Seuss’s books compared to the Kang Hsuan English textbooks.
The students in Grade 4 and Grade 5 preferred Dr. Seuss’s books as learning material compared to the Kang Hsuan English textbooks.
The students in the experimental group were more engaged in learning English and were more confident in speaking English to foreigners in a foreign language environment. Also, the students showed their passion and love for Dr. Seuss’s books. The observational results also showed that the students were positively affected by Dr. Seuss’s imagination and creativity.
Based on the findings, this study suggests that Dr. Seuss’s books should be used in English Curriculum design in teaching students’ English literacy. This study also suggests a need for professional development on the role of literature in the education of young children. Implications for English educators and teachers were proposed in this study for reference.