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    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31273

    題名: 運用課堂遊戲於提升國中學生英語學習動機之個案研究
    其他題名: A case study of using educational games in class to raise english learning motivation in secondary school
    作者: 楊曉婷;Yang, Hsiao-ting
    貢獻者: 淡江大學教育科技學系碩士在職專班
    施如齡;Shih, Ju-ling
    關鍵詞: 英語教學;課堂遊戲;學習動機;English teaching;In-Class Games;Learning Motivation Instructional Design;Instructional Model
    日期: 2007
    上傳時間: 2010-01-11 00:28:43 (UTC+8)
    摘要: 傳統學校教育注重學業分數的結果,使學習者死記知識以應付考試,偏重知識與事實的記憶訓練,造成學習者被動學習動機低落。現今九年一貫極力推動之政策,目的在於培養孩子能夠有「帶著走」的能力,其政策之落實為教育工作者所努力的目標。目前,新世代的學生從小受到「多元智能」的大環境刺激,思考與學習的方式也趨於多元化。因此,除了在課堂講授之外,配合遊戲的使用,藉由「遊戲」在兒童與青少年娛樂中的重要角色,融入親身體驗的具體感官經驗更能讓學生從做中學、知識內化,以提昇學習者的動機與成效。


    This paper presents a case study about the design and implementation of “in-class educational games for English teaching” in secondary school. The goal of the research is to use creative and exciting educational in-class games, such as group discussion, role-play, word lottery, song teaching, sentence making, and so forth, with rewards to enhance students’ motivation.
    Classroom participant observation, interviews, and questionnaires are conducted during the period of three months of experimental teaching to one class in Taipei County Er-Chong Junior High School. They are eighth-grade students majoring in physical education, most of who are often invited to various competitions. Eighteen educational in-class games are used in this study. Reflections are made during the teaching-research period that notes of observation, daily record of students’ learning behaviors in class, teacher’s gains, interviews memos, and notes to associated documents are taken. These help to investigate children’s ideas, impressions, changes of learning behavior, and thereafter provide design motification information to the teacher.
    The reserch shows that these students often particiate in games without thinking about learning, therefore, while we use the ideas of the in-class games designs, we shall consider: 1.Students’ readiness. Unless students have forced a habit of reviewing after class, teachers should let them fully practice new knowledge before having games. 2. Heterogeneous grouping. Students can learn more effectively from those in higher achievements when they are in the same group. 3. Appropriate rewards. Prevent students from keeping their focus on the rewards than on the learning. 4. Supervise process. Avoid letting the students lose the way during the excitements of the games. 5. Fair competition. Keep the competitions just like encouragements instead of dispute. 6. Scheduling and timing. Give guidance to the games and lay out the rules clearly. Use students’ expectancy to games to lure them into serious learning by conducting activities evey other class..
    We believe that “educational in-class games” brings more positive attitude English-learning attitude out of the students. They are more willing to practice pronounctions, and more familiar with vocabularies and sentence pattern. The more the stuedents involve in physical movements games, the more they improve their learning attitudes.
    This research describes in-depth the process and effectiveness of vaious in-class games used for English learning. Hoping the experience of teaching process and strategies as well as students’ responses to the teaching can be a reference for future practices of “educational in-class games instruction.”
    顯示於類別:[教育科技學系暨研究所] 學位論文


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