融入電子教科書於英語文法句型教學之個案研究

Abstract

有關教師根據教學需求調整電子教科書內容，以融入英語文法句型教學，本研究目的在了解國中九年級學生學習態度看法及學習成效，並釐清授課教師對此教材教法的看法及遭遇的困難。 本研究採個案研究，融入電子教科書於英語教學中，實施教學之後，進行測驗、學習滿意度問卷調查與焦點訪談。實施測驗及問卷調查之目的在於了解學生學習成效及對電子教科書融入英語文法句型教學之滿意度；而焦點團體訪談則是進一步探討學生對於電子教科書融入英語文法句型教學之看法。主要發現如下： 一、 多數學生對於電子教科書及教師自製之PowerPoint融入英語文法句型教學方式，持滿意的態度。 二、 多數學生對於電子教科書及教師自製之PowerPoint融入英語文法句型教學，認為比紙本教科書教學更能提升學習成效。 三、 大多數學生對於英文句型寫作的學習態度有改變，不再完全放棄。 四、 教師對於電子教科書及教師自製之PowerPoint融入英語文法句型教學，持肯定態度；所遇困難為句型教學不能完全使用電子教科書，製作PowerPoint需耗費很多時間；白色布幕無法書寫及存檔。 本研究結果證明電子教科書及教師自製之PowerPoint的確是教學的一項利 器，教師必須善用不同媒體工具的特性，才能使其功能發揮淋漓盡致，讓學生的學習成效達到最大。English teachers integrate the e-textbook with the English sentence pattern instruction and make adjustments according to the classroom requirements. This thesis aims at investigating the learning aptitude of the ninth-graders and the effectiveness of learning, thus elucidating the opinions of junior high English teachers towards the e-textbook. The method to carry out this study was using the research methods, which applied the e-textbook to the instruction. A survey and posttest were later respectively conducted to identify the factors supporting or impeding the acceptance of the e-textbook. The quantitative analysis of questionnaires was later conducted by means of individual interview with the subjects in order to indicate his/her acceptance of the instruction based on e-textbook. Three of the findings are worth summarizing: 1. Most students satisfy with the application of the e-textbook and the teacher’s self-made PowerPoint slides. 2. Most students consider that both the e-textbook and PowerPoint slides significantly stimulate their willingness of learning. 3. Instead of giving up learning, most students become motivated to learn English sentence patterns. 4. Most teachers recognize the application of the e-textbook and the teacher’s self-made PowerPoint slides. One of the thorniest problem teachers face is creating the time-consuming PowerPoint slides, which sufficiently supplement the e-textbook when teaching sentence patterns; moreover, the screen which cannot write something on or file after the teacher have written something is also a key problem. To conclude, this study may be of pivotal importance in explaining the effectiveness of the e-textbook and the teacher’s self-made PowerPoint slides. Consequently, teachers are strongly advised to utilize diversified instructional methods, thus facilitating and maximizing the effective learning.