互動式電子白板在符號教學之應用研究

Abstract

面對二十一世紀之科技經濟的發展，資訊科技與電腦輔助教學也隨著的發達，幼保師培育課程及技職校院的系科設置和課程設計也必須與時俱進，探討運用互動式電子白板的新科技，融入注音符號的教學設計，以提升幼保師對於注音符號教學之學習差異，達成多元的學習領域及目標。 本研究透過文獻分析用以建立理論基礎，並採用真正實驗研究法，以新北市五股區某幼兒園為實驗對象，隨機分派一班為實驗組16人(實驗結果只剩12人)，另一班為控制組16人，由同一位實習教師進行以「注音符號教學」、「聲韻教學」、「拼音練習」、及「綜合練習」等四種教學模式，進行共16單元的教學。提供實驗組(互動式電子白板注音教學)與控制組（一般注音符號教學）供幼生使用，同時觀察並記錄這些幼生的學習情形，供日後檢討、改進與修正學習教材之用。所使用之研究工具包括「注音符號聲韻覺識五大學習向度」、「結合韻測驗」及「音調測驗」，教學實驗過程透過實習教師之教學情境資料，並透過描述統計（包括次數、百分比、平均數和標準差）、ｔ考驗進行統計考驗。最後的評量分析是以口語測驗來測驗這些受試幼生學習成果，後測結果發現兩組有顯著差異存在；同時將幼生學習行為紀錄及教學觀察紀錄等進行資料的收集與分析，以得知受試者在採用互動式電子白板教學及一般注音符號教學認知能力之差異，以探討幼生在實施互動式電子白板教學後對注音符號的學習興趣是否有所提升或保留？綜合本研究結果及發現如下： 一、實驗組與控制組在注音符號之聲韻覺識學習效果，達到顯著差異性。 二、實驗組與控制組在注音符號之認辨能力學習效果，達到顯著差異性。 三、實驗組與控制組在注音符號之讀辨能力學習效果，達到顯著差異性。 四、實驗組與控制組在注音符號之聽辨能力學習效果，達到顯著差異性。

When facing the technical and economic development in the 21st century, information technology and computer assisting teaching should be developed as well. The training program of pre-school teachers, departments set up in vocational school, and the courses design has to be kept up with time. Discuss the new technology of using interactive white board, fusing with the teaching design of phonetic symbols, to increase the learning differences of pre-school teachers have on phonetic symbols teaching and then achieve multiple learning domain and target. This research establishes a theory basis with literature analysis. Use experiment research on a pre-school in Wugu, New Taipei City. A class of 16 students (only 12 students left for the result) was randomly appointed as the experiment group; another class of 16 students as the control group. Both classes were taught by the same intern teacher with “phonetic symbols teaching,” “phonetic,” “spelling,” and “comprehensive practice.” There were 16 teaching units in total. Interactive electronic white board phonetic symbols teaching was provided for the experiment group and general phonetic symbols teaching for the control group. The students’ learning was being observed and recorded for future review, improvement, and modification. The research tools were “the five learning domain of the phonetic awareness of the phonetic symbols, “combine rhythm test,” and “intonation test.” The teaching experiment was through the teaching scenario of the intern teachers, and proceeded with the statistics of descriptive statistics (including times, percentage, mean, and standard deviation) and t-test. The final evaluation analysis was to test the learning result of these students with oral tests. The post test results found out that these two groups had prominent differences. Students’ learning behavior record and observation record were collected and analyzes to understand the differences in awareness when using interactive electronic white board and general phonetic symbols. This was to discuss whether the students have increased or retained the learning interest after doing interactive electronic white board. The study has the following results and findings: I. The learning effect on phonetic awareness on both experiment group and control group has prominent differences. II. The recognition effect on phonetic symbols on both experiment group and control group has prominent differences. III. The reading recognition effect on phonetic symbols on both experiment group and control group has prominent differences. IV. The listening recognition effect on phonetic symbols on both experiment group and control group has prominent differences.