簡易檢索 / 詳目顯示

研究生: 陳竑媝
論文名稱: 國小學童英語音素能力的電腦化訓練環境
A Computer-based Training Environment for Children’s Phonemic Awareness
指導教授: 張國恩
Chang, Kuo-En
宋曜廷
Sung, Yao-Ting
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2009
畢業學年度: 96
語文別: 中文
論文頁數: 83
中文關鍵詞: 音素音素覺識遊戲化學習軟體
英文關鍵詞: CAI, phoneme, phonemic awareness, game-based learning software
論文種類: 學術論文
相關次數: 點閱:204下載:14
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 综合國外許多研究與現行教學發現,音素覺識學習是台灣學童比較缺乏的訓練,本研究目的旨在設計輔助國小學生音素覺識能力之CAI教學軟體,並進行實証性研究,以檢測學童使用此教學軟體後其音素覺識能力提昇之成效。依據音素覺識相關教學理論以及遊戲化學習軟體設計原則實作一音素覺識遊戲化學習軟體,內容包含:音素辨識、音素切割、音素組合三大技能的教學與操作練習。
    研究以81位國小一年級學童為實驗對象,實驗組使用CAI軟體進行學習,控制組採用傳統的課堂教學方式。結果顯示,就整體而言,使用此軟體與傳統課堂教學方式在音素覺識能力之促進效果沒有顯著差異,但於音素切割能力部分,CAI軟體教學則有顯著成效,此外,學生對於使用此軟體學習,持正向態度,並且也可以提升他們對英語的學習動機。

    ABSTRACT
    Comparing the foreign teaching and research, we can find out that students in Taiwan lack for the training of phonemic awareness. The purpose of this research is to design a game-based learning software to help elementary school students improving their skills of phonemic awareness. And the design of the software focus much on how to make students to recognize phonemes, segment phonemes and blend phonemes.
    The subjects were 81 first-graders. Some students use the CAI software learning and the others are taught by the teacher. The results of the research show that the learning effect of the students using the CAI software has no significant difference. Nevertheless, the CAI software can help the students improving their skill of the phonemic segmentation. Furthermore, the students’ attitudes toward the CAI software are positive. The CAI software also can motivates students to learn English,

    目 錄 中文摘要……………………………………………………………… Ⅰ 英文摘要……………………………………………………………… Ⅱ 目錄…………………………………………………………………… Ⅲ 附表目錄 ………………………………………………………………Ⅴ 附圖目錄 ………………………………………………………………Ⅵ 第一章 緒論……………………………………………………………1 第一節 研究背景 …………………………………………………1 第二節 研究目的………………………………………………… 7 第三節 研究假設………………………………………………… 8 第四節 名詞釋義………………………………………………… 8 第二章 文獻探討………………………………………………………10 第一節 音韻覺識與音素覺識的重要性…………………………10 第二節 遊戲式電腦輔助教學……………………………………15 第三節 音素覺識訓練與相關理論………………………………20 第三章 遊戲化學習軟體設計與發展…………………………………28 第一節 教學原則與設計理念……………………………………28 第二節 教材架構…………………………………………………29 第三節 教材內容說明……………………………………………31 第四章 研究方法………………………………………………………45 第一節 實驗對象…………………………………………………45 第二節 實驗設計…………………………………………………45 第三節 實驗工具…………………………………………………47 第四節 實驗程序…………………………………………………52 第五章 研究結果與討論………………………………………………55 第一節 音素覺識測驗結果與分析………………………………55 第二節 問卷結果與分析…………………………………………63 第三節 討論………………………………………………………67 第六章 結論與建議……………………………………………………70 第一節 結論………………………………………………………70 第二節 建議………………………………………………………71 附 錄 ………………………………………………………………… Ⅴ 附錄一 音素覺識教學教材 …………………………………… 72 附錄二 音素覺識測驗試卷內容 ……………………………… 74 附錄三 音素覺識測驗做答卷 ………………………………… 77 附錄四 態度問卷 ……………………………………………… 79 參考著作……………………………………………………………… 83

    參考著作
    ㄧ、中文部份
    王立行(民80)。電腦輔助教學的理論與實務探討。資訊與教育,29,24-33。
    王幸子(民92)。資訊科技融入字母拼讀法教學對促進國小學童音韻覺識之研究。私立南台科技大學應用英語系,未出版,台南縣。
    李智馨(民95)。音韻覺識對臺灣學生英文閱讀與發音習得的影響。國立清華大學外國語文學系碩士論文,未出版,新竹市。
    吳美琪、陳淑惠(民95)。兩種早期閱讀訓練課程對台灣國小英語閱讀困難學童文字辨識能力之研究。英語教學期刊,30,61-80。
    杜日富(民80)。CAI課程軟體評估法則。資訊與教育,25,46-51。
    洪榮昭、劉明洲(民86)。電腦輔助教學之設計原理與應用。台北:師大書苑。
    高豫(民78)。國小電腦輔助教學的成長。研習資訊,50,37-39。
    陳美彣(民95)。電腦輔助口語訓練系統效能之研究。私立大葉大學應用外語所碩士論文,未出版,彰化縣。
    張漢宜(民85)。兒童聲韻、聲調覺識, 視覺技巧, 短期記憶發展與閱讀能力之關係。國立台南師範學院國民教育研究所碩士論文(未出版)。
    斯婁福(民95)。重新思考台灣國小一年級的英語課程:以發展語音覺識取代字母教學。國立清華大學外國語文學系碩士論文,未出版,新竹市。
    曾世杰(民85)。閱讀低成就學童及一般學童的閱讀歷程成分分析研究。國立台東師範學院,85 學年度師範學院教育學術論文發表會。
    傅淳鈴(民87)。國小學童後設語言覺知之測量及其實驗教學成效分析。國立台南師範學院國民教育研究所碩士論文(未出版)。
    黃秀霜、詹欣蓉(民86)。閱讀障礙兒童之音韻覺識、字覺識及聲調覺識之分析。特殊教育與復健學報,5,125-138。
    黃秀霜(民86)。兒童早期聲韻覺識對其三年後中文認字能力關係之縱貫性研究。台南師院學報,300,263-288。
    黃玉君(民94)。應用資訊科技於國小英語低成就學生童謠韻文教學之研究。臺北市立教育大學數學資訊教育研究所,未出版,台北市。
    黃淑芬(民96)。歌謠韻文教學對國小學童晨間電視英語學習態度改變之探究。國立臺北教育大學兒童英語教育學系碩士班,未出版,台北市。
    楊雁婷(民95)。兒童時間化聚與計算遊戲化學習軟體之設計與應用。國立台灣師範大學資訊教育學系碩士論文,未出版,台北市。
    簡秀如(民93)。國英雙語幼兒發音與辨音及音韻覺識能力的發展。私立朝陽科技大學幼兒保育系碩士論文,未出版,台中縣。

    二、外文部份
    Adams, Marilyn Jager et al (1997). Phonemic Awareness in Young Children: A Classroom Curriculum. Brookes Publishing Company.
    Alessi, S. M., & Trollip, S. R. (1985). Computer-based instruction: Methods and development. Englewood Cliffs, NJ: Prentice Hall.
    Baker, T. A. (1994). An evaluation of computer-assisted instruction in phonological awareness with below average readers. Doctoral Dissertation. The Forida State University.
    Bax, S. (2003). CALL—past, present and future. System, 31, 13-28.
    Beatty, K. (2003). Researching and teaching computer-assisted language learning. London: Pearson Education Limited.
    Blachman, B.A. (1987). An alternative classroom reading program for learning disabled and other low achieving children. In R. Bowler (ed.) Intimacy with language: A forgotten basic in teacher education (pp. 49-55). Baltimore, MD: Orton Dyslexia Society.
    Blachman, B.A., Tangel, D.M., Ball, E.W., Black, R.S., & McGraw, C.K. (in press). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner- city children. Reading and Writing: An Interdisciplinary Journal.
    Blevins, W. (1996). Phonics from A to Z: A practical guide. New York: Scholastic Inc.
    Blevins, W. (1999). Phonemic Awareness Activities for Early Reading Success (Grades K-2) Scholastic. National Institute for Literacy (2001). Put reading first: The research building blocks for teaching children to read. Jessup, MD: Author.
    Castiglioni-Spalten & Ehri(2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners' reading and spelling. Scientific Studies of Reading , 7, 25-52.
    Chen, J., Belkada, S., & Okamoto, T. (2004). How a web-based course facilitates acquisition of English for academic purposes. Language Learning & Technology, 8(2), 33-49.
    Ckamber, J.A. & Sprecher, J.W.(1983). Computer-assisted instruction: Its use in the classroom. Englewood Cliffs, NJ: Prentice-Hall.

    Cognitive Concepts, Inc. (2003). Outcomes report: Los Angeles Unified School District, California.
    Retrieved from http://www.cogcon.com/research/proven/LAUSD.pdf
    Fitzpatrick, Jo (1997). Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills (Phonemic Awareness) Creative Teaching Press.
    Geva S. (1999). Introduction: Linguistic processes in reading across orthographies. Reading and Writing: An Interdisciplinary Journal, 11, 275–280.
    Gould, T. (2003). Hybrid classes: Maximizing institutional resources and student learning. Proceedings of the 2003 ASCUE Conference, South Carolina, USA, 2003, 54-59.
    Handal, B., & Herrington, A. (2003). Re-examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education, 3(3), 275-287.
    Hecht, S.A., Burgess, S.R., Torgesen, J.K., Wagner, R.K., and Rashotte, C.A. (2000). Explaining social class differences in growth of reading skills from beginning kindergarten through fourth grade: The role of phonological awareness, rate of access, and print knowledge. Reading and Writing: An Interdisciplinary Journal, 12, 99-127.
    Hicks, B. & Hyde, D. (1973). Teaching about CAI. Journal of teacher education, summer, 24, p.120.
    Hu, C. F., (2003). Phonological memory, phonological awareness, and foreign language word learning. Language Learning, 53, 429-462.
    Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.

    Kachru, B.B. & Nelson, C. L. (1996). World Englishes. In S.L. McKay, N. H. Hornberger, M .H. Long, and J. C. Richards (eds.), Sociolinguistics and language teaching (p. 71-102). New York: Cambridge University Press.
    Kaminski, R. A. , & Good, R.H. (1996). Towa rd a t e chnology for assessing basic early literacy skills . School Psychology Review, 25(2) , 215-227.
    Lynch L., Fawcett A. J., Nicolson R. I. (2000). Computer-assisted reading intervention in a secondary school:an evaluation study. British Journal of Educational Technology, 31,I(4), 333-348.
    Maidment, R., & Bronstein, R. H. (1973). Simulation Games, Design and Implementation. Columbus: Charles E. Merrill Publishing Company.
    Morais, J. (1991). Constraints in the development of phonemic awareness. In S. A. Brady, & D. P. Shankweiler (Eds.), Phonological awareness in literacy: A tribute to Isabelle Y. Liberman (pp. 5-28). Hillsdale, NJ: Lawrence Erlbaum Associates.
    Norman. D.A. (Ed.) (1981). Perspectives on cognitive science. Norwood, NJ:Ablex.
    Olson R. K., Wise B., Ring J., Johnson M. (1997). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the posttraining development of word recognition. Scientific Studies of Reading, I(3), 235-253.
    Opitz, M. F. (2000). Rhymes and Reasons: Literature and Language Play for Phonological Awareness. Portsmouth, NH: Heinemann.
    Prensky, M. (2000). Digital game-based learning. New York: McGraw-Hill Book.
    Reutzel, D. Ray and Cooter, Robert B. Jr. (1999) Balanced Reading Strategies and Practices. Upper Saddle River, NJ: Prentice Hall, Inc.
    Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). New York: Cambridge University Press.

    Sipple. C.J. & Sipple, R.J. (1980). Computer dictionary. Howard W. Sams & Co. Inc.
    Snow, A. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council.
    Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In S.A.Brady & D. P. Shankweiler (Eds.), Phonological Processing in Literacy A tribute to Isabelle Y. Liberman (pp. 67-83). Hillsdale, NJ: Lawrence Erlbaum Associates.
    Torii-Williams, E. (2004). Incorporating the use of e-mail into a language program. Computer-assisted language learning, 17(1), 109-122.
    Wagner, R. K., Torgesen, J.K., & Rashotte, C. A. (1994). Development of reading-related phonological processing skills: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-84.

    Warschauer, M. (2000). On-line learning in second language classrooms: An ethnographic study. In Network-based language teaching: Concepts and practice (pp. 41-58). New York: Cambridge University Press.
    Walley A. C., Metsala J. L. ,& Garlock V. M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing: An Interdisciplinary Journal, 16, 5–20.
    Yopp, H.K. (1995) . A test for assessing phonemic awareness in young children. The Reading Teacher, 49(1), 20-29.

    Yopp, H.K., & Yopp, R.H. (1996). Oo-pples and boo-noo-noos:Songs and activities for phonemic awareness. Orlando, FL: Harcourt Brace School Publishers.

    Yopp, H.K., & Yopp, R.H. (2000) Supporting phonemic awareness development in the classroom. The Reading Teacher, Vol. 54 No. 2.

    QR CODE