研究生: |
萬宣佑 Wan, Xuan-You |
---|---|
論文名稱: |
ADDIE模式融入英語繪本閱讀教學對低成就高職學生閱讀態度之影響研究 The Effects of Integrating ADDIE Model into the Instruction of English Picture Book Reading on Reading Attitude of Vocational High School Low Achievers |
指導教授: | 王力億 |
學位類別: |
碩士 Master |
系所名稱: |
課程與教學研究所 Graduate Institute of Curriculum and Instruction |
論文出版年: | 2019 |
畢業學年度: | 107 |
語文別: | 中文 |
論文頁數: | 81 |
中文關鍵詞: | 閱讀態度 、英語繪本閱讀教學 、低成就學生 、ADDIE模式 |
英文關鍵詞: | reading attitude, English picture book reading instruction, low achiever, ADDIE model |
DOI URL: | http://doi.org/10.6345/THE.NTNU.GCI.001.2019.F02 |
論文種類: | 學術論文 |
相關次數: | 點閱:254 下載:39 |
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 |
本研究旨在探討ADDIE模式融入英語繪本閱讀教學對高職一年級低成就學生閱讀態度之成效。本研究採混合式研究方法設計,以花蓮縣某公立高職一年級的兩班低成就學生為研究對象。實驗組三十人,進行ADDIE模式融入英語繪本閱讀教學。控制組二十九人,進行一般傳統教學。實驗教學為期八週,共計十六節課。兩組學生於實驗前後分別施測「高職生英語閱讀態度評量表」以作為前後測的成績。在實驗結束後,由實驗組隨機挑選六位學生進行深度訪談。
研究結果顯示:
一、實驗組學生於教學實驗後,在閱讀態度的四個層面達顯著差異。
二、教學實驗對實驗組學生閱讀態度的四個層面有正向影響。第一,實用層面上,實驗組學生的生活及學習出現正向改變;第二,發展層面上,實驗組學生的自我概念及對他者的看法出現正向發展;第三,樂趣層面上,實驗組學生的好奇心及想像力被正向激發;第四,逃避層面上,實驗組學生的休閒活動及脫離煩悶方法產生正向變化。
最後,研究者根據研究結果提出以下建議:
一、教師應提升英語繪本閱讀教學能力,並有效運用英語繪本閱讀之教學策略。
二、學校應充實英語繪本資源,並將英語繪本閱讀納入學校課程。
The purpose of this study was to investigate the effects of integrating ADDIE model into the instruction of English picture book reading on reading attitude of vocational high school low achievers. Mixed-methods approach was adopted in the study. The participants were two classes of tenth-grade low achievers from a national vocational high school in Hualien. Thirty students in the experimental group were taught with English picture book reading instruction designed through ADDIE model, while twenty-nine students in the control group were taught with grammar-translation instruction. The program lasted eight weeks including sixteen lessons in each group. All the participants completed the Reading Attitude Questionnaires before and after the teaching experiment. Six students from the experimental group were selected randomly to do the interviews after the teaching experiment.
The results of this study were:
1. There were significant differences between experimental group students and control group students in four aspects of reading attitude.
2. Students from the experimental group were affected positively in four aspects of reading attitude.
Based on the results of the study, the recommendations for teachers and schools were proposed as the following:
1. Teachers should improve teaching skills in English picture book reading, applying relevant strategies to their teaching effectively.
2. Schools should enrich the resources of English picture books, integrating them into school courses.
一、中文部分
李貞慧(2015)。用英文繪本提升孩子的人文素養:老師培養孩子英語好感度書單。臺北市:小樹文化。
李咏吟(2001)。低成就學生的診斷與輔導。臺北市:心理出版社。
李肇魁(2014)。運用ADDIE模式發展多媒體教材以提升中學生學習成效之研究—以初級客語能力認證教材為例(未出版之碩士論文)。國立聯合大學資訊與社會研究所,苗栗縣。
李燕妮(2007)。分享式閱讀教學對國小低年級學童閱讀理解能力及閱讀動機之影響(未出版之碩士論文)。國立臺南大學教育學系課程與教學碩士班,臺南市。
吳裕益(1980)。國中高、低成就學生家庭背景及心理特質之比較研究。教育學刊,2,161-198。
林佳蓉(2008)。ISD系統化教學設計與數位教材實務工作坊。臺北市:心理出版社。
林佳蓉(2009)。教學設計理論基礎與重要模式。載於教育科技理論與實務下冊,臺灣教育傳播暨科技學會主編。臺北市:學富文化,89-120。
林建平(2010)。低成就學童的心理特徵與原因之探討。國教新知,57(1),45-51。
周芷誼(2006)。閱讀環境與學童閱讀態度之相關研究-以彰化縣一所國小五年級為例(未出版之碩士論文)。國立臺中教育大學社會科教育學系碩士班,臺中市。
計儒皓(1987)。學業低成就學生之認識與輔導。輔導通訊,3,120-121。
洪儷瑜(2012)。由補救教學到三層級學習支援。教育研究月刊,221,13-24。
郝廣才(2006)。好繪本如何好。臺北市:格林文化。
孫錦梅(2013)。以ADDIE模式為中高齡母語者發展注音符號課程研究(未出版之碩士論文)。中國文化大學華語文教學碩士班,臺北市。
教育部(2018)。107年國中教育會考各科計分與閱卷結果說明。臺北市:教育部。
許畹屏(2016)。ADDIE架構下的華語文化教學設計—以〈孫悟空大戰紅孩兒〉與〈三借芭蕉扇〉兩則故事為例(未出版之碩士論文)。文藻外語大學華語文教學研究所,高雄市。
許謝清(2015)。運用ADDIE模式發展國小學生環境賀爾蒙教材—以桃園一所國小為例(未出版之碩士論文)。銘傳大學教育研究所,臺北市。
張子樟(1998)。閱讀的喜悅-少兒文學品賞。臺北市:九歌文化。
張世慧(2006)。學習障礙導論。臺北市:五南文化。
張春興(2006)。張氏心理學辭典。臺北市:東華書局。
張純菁(2017)。以ADDIE應用於企業內訓之研究—以個案公司管理職能課程為例(未出版之碩士論文)。銘傳大學高階經理碩士學程,臺北市。
張閔惠(2017)。以ADDIE模式結合數位說故事發展教學方案於國小高年級學童閱讀表現之研究(未出版之碩士論文)。國立臺北教育大學教育創新與評鑑碩士班,臺北市。
張淑萍(2006)。教學設計在課程規劃之應用。2017年11月28日,取自:http://ctl.scu.edu.tw/epaper_200604/epaper/elearningplan.pdf
張新仁(2001)。實施補救教學之課程與教學設計。教育學刊,17,85-106。
陳秀枝、李啟塤(1997)。教育心理學名詞彙編。臺北市:千華出版社。
陳玟里(2003)。合作學習閱讀理解策略對高職學生閱讀成就與閱讀態度之研究(未出版之碩士論文)。國立彰化師範大學工業教育學系碩士班,彰化縣。
陳鴻義(2016)。以ADDIE模式發展STEM課程應用於科學營之學習成效研究(未出版之碩士論文)。臺北市立大學應用物理暨化學系自然科學教學碩士班,臺北市。
黃子臻(2008)。童話繪本衝突研究-以新世紀童話繪本為例(未出版之碩士論文)。國立臺南大學教育學系課程與教學碩士班,臺南市。
黃育蓮(2005)。幸福的卡通之旅。臺北市:大塊文化。
曾惠玲(2013)。運用ADDIE模式發展「互動式音樂數位學習」軟體於互動式電子白板教學之研究(未出版之碩士論文)。國立高雄應用科技大學資訊管理系碩士班,高雄市。
葉嘉修(2012)。以ADDIE模式發展足球教學之研究—以台中一中為例。競技運動,14(2),9-28。
鄒慧英(譯)(2003)。Linn, R. L. & Gronlund, N. E.著。測驗與評量:在教學上的應用(Measurement and Assessment in Teaching)。臺北市:洪葉文化。
劉鈺楷(2014)。以ADDIE模式發展漫畫識讀教學方案之研究。臺灣教育評論月刊,3(7),133-158。
劉鳳芯(譯)(2000)。Perry Nodelman著。閱讀兒童文學的樂趣(The Pleasures of Children’s Literature)。臺北市:天衛文化。
盧富美(1976)。國民小學低成就兒童家庭背景之分析研究。臺中市:臺灣省政府教育廳。
賴苑玲(2006)。國小六年級學童之家庭、班級及學校圖書館閱讀環境與其閱讀態度之研究。社會科教育研究,11,47-86。
蕭敏華(2005)。繪本教學四部曲。南縣國教,7,30-32。
戴逸群(2017)。繪本英閱會。新北市:聯經出版社。
簡慧茹(2003)。以ADDIE Model來探討網路化訓練方案之設計流程。品質月刊,39(10),80-83。
二、英文部分
Bainbridge, J. M. (1999). Multiple picture books: Perspective from Canada. The Social Studies, 183-188.
Beaty, J. J. (1994). Picture book storytelling: Literature for young children. Fort Worth: Harcourt Brace College Publishers.
Bost, L. W., & Riccomini, P. J. (2006). Effective instruction: An inconspicuous strategy for dropout prevention. Remedial and Special Education, 27(5), 301-312.
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson.
Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. 3rd ed., London: Longman.
Carr, K., Buchanan, D., Wentz, J., Weiss, M., & Brant, K. (2001). Not just for the primary grades: A bibliography of picture books for secondary content teachers. Journal of Adolescent and Adult Literacy, 45(2), 146-153.
Costello, B., & Kolodziej, Nancy J. (2006). A middle school teacher’s guide for selecting picture books. Middle School Journal, 38(1), 27-33.
Davis, G. A., & Rimm, S. B. (1989). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice Hall.
Day, R.R., & Bamford, J. (2009). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Eagly, A.H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich.
Estes, T. H. (1971). A scale to measure attitudes toward reading. Journal of Reading, 15(2), 135-138.
Flick, U. (2009). An introduction to qualitative research. London: Sage.
Ghosn, K. I. (2002). Four good reasons to use picture books in high school. ELT Journal, 56(2), 172-178.
Giorgis, C. (1999). The power of reading picture books aloud to secondary students. The Clearing House, 73(1), 51-53.
Giorgis, C., & Hartman, K. J. (2000). Using picture books to support middle school curricula. Middle School Journal, 31(4), 34-41.
Green, C. (2005). Integrating extensive reading in the task-based curriculum. English Language Teaching Journal, 59(4), 306-311.
Gwyn, W. S. (2013). Picture books are for little kids, aren’t they? Using picture books with adolescent readers to enhance literacy instruction. Reading Horizons, 52(3), 209-232.
Hurst, C. (1997). Featured subject: Picture books in the Classroom, PreK-12. Carolhurst.com. Retrieved 18 November 2017, from: http://www.carolhurst.com/newslette rs/21bnewsletters.html
Jenner, D. M. (2000). Experiencing literature through picture books: The story of Neil. Reading Improvement, 26(3), 238-246.
Kenneday, L., & Halinski, R. S. (1975). Measuring attitudes: An extra dimension. Journal of Reading, 18, 518-522.
Krashen, S. D. (2004). The power of reading: Insights from the research. Portsmouth, NH: Heinemann.
Lado, A. (2012). Teaching beginner ELLs with picture books: Tellability. Thousand Oaks, CA: Corwin/ Sage.
Linder, R. (2007). Text talk with picture books:Developing vocabulary in middle school. Illinois Reading Council Journal, 35(4), 3-15.
Mendoza, J., & Reese, D. (2001). Examining picture books for the early childhood classroom: Possibilities and pitfalls. Early Childhood, 3(2), 1-38.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Morrow, L. M., & Brittan, R. (2003). The nature of picture books reading in the elementary school: Culture practices: In A. V. Kleek, S. A. Stahl, & E. B. Bauer (Eds.), On reading books to children: Parents and teacchers. Mahwah, NJ: Erlbaum.
Neal, J. C., & Moore, K. (1992). The very hungry caterpillar meets beowulf in secondary classrooms. Journal of Reading, 35, 290-296.
Newsum, J. (2003). Picture books: Positive values for young adult readers. Houston: University of Houston Honors College.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Portsmouth, NH: Heinemann.
Preckel, F., Holling, H., & Vock, M. (2006). Academic underachievement: Relationship with cognitive motivation, achievement motivation, and conscientiousness. Psychology in the Schools, 43, 401-411.
Schlegel, M. J. (1995). A handbook of instructional and training program design. ERIC Document Reproduction Service ED383281.
Shamir, A., & Korat, O. (2006). How to select CD-ROM storybooks for young children: The teacher’s role. The Reading Teacher, 59(6), 532-543.
Shaughnessy, M. F. (1999). An interview with Sylvia Rimm about “underachievers”. The Clearing House, 72(4), 203-205.
Sipe, L. R. (2002). Talking back and taking over: Young adults’ expressive engagement during picture book read-alouds. Reading Teacher, 55(5), 476-483.
Smith, F. (1978). Reading. Cambridge: Cambridge University Press.
Smith, M. C. (1990). A longitudinal investigation of reading attitude development from childhood to adulthood. Journal of Educational Research, 83(4), 215-219.
Stokmans, M. J. W. (1999). Reading attitude and it is effect on leisure time reading. Poetics, 26, 245-261.
Tancock, S., & Segedy, J. (2004). A comparison of young children’s pictorial and traditional responses to texts: An action research project. Journal of Research in Childhood Education, 19(1), 58-65.
Torres, M. M. (1998). Understanding the multiracial experience through adolescents’ picture books. Journal of Reading, 10, 248-261.
Travers, R. M. W. (1970). Man’s information system. Scranton, PA: Chandler Publishing Company.
Wang, T. Y. (2010). The effects of extensive reading on junior high school EFL students in Taiwan: Reading comprehension, motivation for learning English, and reading attitudes. Unpublished MA Dissertation, Leicester University, the U.K.
Wang, L. Y., Teng, S. S., & Tan, C. S. (2014). Levelling up academically low progress students. In W. O. Lee, & D. Hung (Eds.), NIE Working Paper Series No. 3, Singapore: National Institute of Education.
Ward, D. M. (1997). Investigation of picture books reading experiences on elementary developmentally handicapped student attitudes. Akron, OH: University of Akron Press.
Westman, J. C., & Bennett, T. M. (1985). Learning impotence and the Peter Pan Fantasy. Child Psychiatry and Human Development, 15, 153-166.
Whitehurst, L. S., & Snyder, W. J. (2000). Middle grade picture books. School Library Journal, 46(10), 38-39.
Whitmore, J. R. (1980). Gifted, conflict and underachievement. Boston: Allyn and Bacon.
Wolf, J., & Baker, P. (2012). Preventing school failure: Alternative education for children and youth. Philadelphia: Routledge.
Yamashita, J. (2004). Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language, 16(1), 1-19.
Yamashita, J. (2013). Effects of extensive reading on reading attitudes in a foreign language. Reading in a Foreign Language, 25(2), 248-263.
Young, B. (2003). Young adults’ literature in the middle and secondary classroom. Journal of Adolescent & Adult Literacy, 26(2), 24-45.