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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/87157

    Title: 國小五年級學童參與英語電子繪本專題學習之研究
    Other Titles: A research of applying e-picture book in english project-based learning for 5th grade elementary school students
    Authors: 莊璧瑋;Chuang, Pi-Wei
    Contributors: 淡江大學教育科技學系碩士班
    張瓊穗;Chang, Chiung-Sui
    Keywords: 專題式導向學習;英語電子繪本;行動研究;Project-Based Learning;English E-Picture Book;Action Research
    Date: 2012
    Issue Date: 2013-04-13 10:48:06 (UTC+8)
    Abstract: 全世界在資訊科技發展快速的衝擊之下,對於數位原生代的學童而言生活中總是受到多媒體影音聲光效果的刺激,對於傳統上對下的單向式英語教學已失去了興趣,導致學生學習態度低落且成效不彰。為了提升學生學習動機並展現好的學習態度進而能達到良好的學習成效,教師應運用資訊科技與創新的教學活動,使學生展現資訊能力之外也能搭配英語學科領域進行統整學習,讓語言的學習更有意義也更為均衡。
    The world is under the impact of rapid development of informational technology. Digital native generation’s life is always affected by the multimedia sight and sound stimulations. They have lost interest in traditional one-way English teaching method, so they show low learning attitude and ineffective learning outcomes on English learning. In order to enhance students'' motivation and attitude towards English, and thus achieve good learning outcomes, teachers should use informational technology and innovative teaching and learning activities. Researcher gives opportunities to students to show their capacity for using information within English learning. Thus, English learning would be more meaningful and more balanced to them.
    Therefore, this action research aims to plan an English e-picture book PBL course for 5th grade students within 18 weeks. Researcher integrates English e-picture book into this course and designs appropriate teaching materials through systematic instructional design process for creative teaching and allows students to produce their own e-picture book project. In the implementation process, researcher observes the communication between team members, students’ learning attitude towards this project-based learning and the learning process of students'' English reading and writing performance. And then collects the feedbacks from students and expert teacher and researcher’s self-reflections to adjust the instructional design or strategies to obtain the research results and relevant recommendations.
    The results show that the design of appropriate e-picture book as the English teaching materials and teaching activities can gradually increase the learners'' English learning motivation. Students show positive attitude towards PBL course. Especially e-picture books combined with many pictures, text and sound characteristics can cause students more attention and interaction on it. The students involved in the process of group works in the project course constantly communicate with the group members, share their ideas, learn from other’s advantages and construct their own knowledge and skills. They work together to solve problems encountered in the learning process allows their knowledge get more meaningful. When it comes to learning performance, this English e-picture book project-based course can continue to strengthen the learners’ IT application skills, English specking and listening skills. It can also enhance their English reading comprehension and writing performance, thus their English four skills would be more balanced. Finally, for the matter of teacher''s professional development, project-based learning curriculum design makes teachers to show their adequate professional knowledge and skills in order to guide students to complete the task. They also need to adjust their teaching according to students'' learning conditions at any time. This process let teachers achieve the goal of teaching professional growth.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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