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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/814

    Title: 運用平板電腦結合App進行國小三年級英語教學之行動研究;An Action Research of Applying Apps and Tablet Computers in English Instruction for Third Graders in an Elementary School
    Authors: 盧德龍;LU, TE-LUNG
    Contributors: 教育學碩士在職專班
    Keywords: 合作學習;差異化教學;平板電腦;字母拼讀法;Cooperative Learning;Differentiated Instruction;Phonics;Tablet Computer
    Date: 2017
    Issue Date: 2019-07-17 10:49:05 (UTC+8)
    Publisher: 教育學碩士在職專班
    Abstract: 本研究以運用平板電腦結合App進行國小三年級英語教學為研究主軸,依據情境分析結果,發展平板電腦結合App行動方案課程,並藉由課程實施,評鑑其課程實施成效。由於研究者刻正擔任國小三年級英語科任教師,希望透過合作學習與差異化教學,並運用平板電腦結合App進行英語教學課程之行動研究,探討英語教學課程所遭遇的問題,並研擬行動方案,實施監控行動方案歷程及評鑑行動方案之成效,已達課程發展之目的。本行動課程方案分為兩階段循環來進行,第一次循環時間為2017年3月29日至2017年4月19日,第二次循環則根據第一循環所遭遇的問題做修正,實施日期為2017年6月3日至2017年6月20日,每個循環皆一週2節,每節40分鐘,主要研究問題如下:一、透過情境分析探究國小三年級運用平板電腦結合App進行英語教學遭遇之問題與省思的歷程為何?二、規劃設計解決國小三年級運用平板電腦結合App進行英語教學行動方案與省思的歷程為何?三、實施國小三年級運用平板電腦結合App進行英語教學行動方案與省思的歷程為何?四、評鑑回饋國小三年級運用平板電腦結合App進行英語教學行動方案的結果與省思的歷程為何? 本研究結論如下:一、研究情境分析的省思與發現:1.優勢條件利於本行動方案的進行;2.針對不利因素,導引出行動方案的方向;3.發展符合研究情境之教學方案;4.解決研究者實務現場所遭遇之問題。二、課程規劃設計的省思與發現:1.瞭解困難並尋找解決策略;2.尋找專業諮詢與協助的領航員;3.教師是課程規劃的靈魂人物。三、課程實施的省思與發現:1.合作學習互動良好,營造和諧共好學習氛圍;2.課堂學習活動太多,練習時間太少,有待調整;3.學生學習需求與能力遠超過課程規劃。四、課程評鑑的省思與發現:1.教師進行合作學習、差異化教學與資訊技能的提升與成長;2.教學科技工具與軟體內容的選擇;3.運用電腦平板電腦結合App促進英語字母拼讀學習;4.降低英語學習雙峰現象。
    This study is aimed at applying Apps and tablet computers in English instruction. According to the results of analyzing situations, the researcher implemented the Project Approach and evaluated the efficiency. To achieve the goal of curriculum development, the researcher explored the problems, developed the Project Approach, implemented it, monitored the process and evaluated the efficiency by action research. The Project Approach was divided into two phases. The first phase of the Project Approach was from March 29th to April 19th, 2017 and the second phase of the Project Approach, modified according to the problems of the first phase, was from June 3rd to June 20th, 2017. Each class lasted 40 minutes and there were 2 periods per week in each phase. The research questions are presented below:1. What are the problems and reflection process of applying Apps and tablet computers in English language teaching for third graders through analyzing situations?2. What are the Project Approach and the reflection process of planning and designing the curriculum of applying Apps and tablet computers in English language teaching for third graders?3. What is the reflection process of implementing the curriculum of applying Apps and tablet computers in English language teaching for third graders?4. What is the reflection process of evaluating the results of curriculum of applying Apps and tablet computers in English language teaching for third graders?The conclusions are as below:1. The reflections and findings of analyzing situations:(1) Implement the Project Approach with strengths.(2) Guide the direction of the Project Approach aiming at the weakness.(3) Develop the Project Approach according to the research situation.(4) Solve the practical problems the researcher encountered.2. The reflections and findings of developing the curriculum:(1) Finding out the difficulties and figuring out the strategies.(2) Consulting the professions facilitates developing the curriculum.(3) The teacher plays an important role in developing the curriculum.3. The reflections and findings of implementing the curriculum:(1) Cooperative learning promotes interaction and creates harmony atmosphere among students.(2) Too many learning activities reduce practicing time for students and that should be improved.(3) Students’ abilities and needs are far more than the curriculum provided. 4. The reflections and findings of evaluating the curriculum:(1) The elevation and the growth of the teacher’s teaching strategies, such as cooperative learning, differentiated instruction and information techniques. (2) How to choose the teaching and learning tools or softwares.(3) Applying Apps and tablet computers enhances learning Phonics.(4) Reduce the bimodal distribution of students' English abilities.
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