研究結果顯示，其他運用此教學設計模式之英語老師，皆十分肯定其可行性；教學結果也顯示，運用英語圖畫書於國小低年級英語閱讀教學設計，確實可提升學生之英語圖畫書閱讀興趣。 Taipei City Government Educational Department impelled elementary school teachers to use English picture books for teaching English. The concrete action was holding “The Competition of Promoting Children English Reading in Taipei” by Taipei Wenhwa Elementary School. It includes two categories, one is“Lesson Plans of Reading” and the other is“The Experience of Promoting Children Reading” to facilitate the teachers’ profession of teaching English picture books. Therefore, this study provide an instructional design model of teaching English picture books to elementary English teachers as reference material, hoping the model can enlighten the elementary English picture book instruction.
This a qualitative study, with the literacy review of English picture books, reading instruction, shared reading and instructional design, on the premise of the instructional design theories that brought up by Smith & Ragan and Gagné, followed with English reading instruction to generate the instructional design model of teaching English picture books. Applying class observation, teachers interview, students focus group interview and document analysis etc. to comprehend the second graders’ learning situation of using English picture books in English reading instruction design, the feasibility of this instructional design model, and the possibility of promoting children reading interest.
One result of this study, the other teachers approved the feasibility of the instructional design model after applying it for their teaching; one of the other, using English picture books in English reading instruction promoted children’ s reading interests indeed.
