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    Please use this identifier to cite or link to this item: http://ccur.lib.ccu.edu.tw/handle/A095B0000Q/825

    Title: 偏鄉小校圖書教師提升高年級英語籍閱讀動機之行動研究;An Action Research on Promoting Reading Motivation of English books Reading through a Teacher Librarian for the Senior Students
    Authors: 黃伯軒;HUANG, PO-HSUAN
    Contributors: 教育學研究所
    Keywords: 偏鄉小校;圖書教師;英語閱讀動機;ARCS動機模式;行動研究;Rural elementary school;Teacher librarian;Motivation for Enlgish books reading;ARCS motivation model;Action Research
    Date: 2017
    Issue Date: 2019-07-17 10:49:39 (UTC+8)
    Publisher: 教育學研究所
    Abstract: 本研究採行動研究,為改善圖書室英語圖書借閱情況,探討非英語專長之圖書教師透過ARCS動機模式實施英語閱讀,對校內高年級學生英語閱讀動機有何改變,並評估其實施成效:研究結論如下:一、情境分析發現學生對圖書室英語書籍閱讀動機低落,主要是看不懂。英語閱讀環境的塑造和英語閱讀教學的引導不足,故如何加強英語閱讀環境來提升閱讀動機具有其研究性。二、經過方案規劃與設計,提出以ARCS動機模式促進學生閱讀動機之行動方案,在研究班級中具有實施的可行性。三、實施所擬定的行動方案,運用ARCS動機模式執行英語閱讀課程,由觀察、訪談及文件蒐集之行動方案,在研究班級中具有實施的功效性。四、對照學生英語閱讀動機在行動研究前後之差異:多數學生對英語晨讀的態度與動機是正向回饋;以符應ARCS模式之教學策略多能滿足學生的成就感與自信;英語閱讀協助學生在英語課堂表現,提高英語學習成效。但學生閱讀英語書籍仍需老師領讀,主動借閱不明顯。研究建議如下:一、在非英語專長之圖書教師方面(一)教學策略以單字拼讀、影片教學、文本朗讀、閱讀理解、學習單筆記,放慢閱讀速度,有助學生接近不熟悉的書。(二)打破節數概念,年級劃分,善用相關教學資源,延伸紙本效益。(三)短時間教學以ARCS動機模式注意、相關性、自信與滿足等向度,可立即檢視教學是否能提升學生動機。(四)利用選書及善用網路工具教學,解決非英語專長教師之發音困境。二、在圖書室英語書籍之管理方面(一)圖書室英語閱讀分級建議從源頭,是實用且有效率。(二)圖書室英語書籍與網路資源互相結合。(三)建議教育行政單位支持「圖書教師輔導團資源站」等平台,持續建置英語分級書單。三、後續研究建議方面(一)國小圖書室之英語書籍閱讀推動研究,仍需相關文獻補充。(二)研究方法可採質化、量化並重的方式,以更周延的方式做教學研究。
    This study, which adopts the action research, aims to find out whether the senior students improved their motivation for English books reading after applying "ARCS motivation model" into English reading instruction through a teacher librarian, in order to improve the poor situation of English books borrowing. The research results are as follows:1.The reasons on the low motivation of English books reading for senior students are mainly because they are unable to read, the insufficient guidance of English reading instruction and the poor English reading environment. Therefore, how to improve English reading environment to enhance the reading motivation is important. 2.After planning and designing the action plan by applying“ARCS motivation model” to improve the motivation of English books reading for senior students, it's feasible to carry out the action plan in the study class. 3.Through the observation, interviews and document collection of the action plan, applying “ARCS motivation model” into English book reading instruction did help teachers improving the motivation of English books reading for senior students.4.Comparing the differences between the former and the latter after implementing “ARCS motivation model” into English book reading instruction did improve students’ motivation on English book reading in the study class.The research recommendations are as follows:1.In the non-English language teacher librarian(A)Teaching strategies through phonics, film teaching, text reading, reading comprehension, learning notes, slowing down the reading speed, help students get involved in unfamiliar books.(B)Breaking the concept of teaching sections, grade division, making good use of relevant teaching resources, and extending the effectiveness of texts.(C)Whether Short-term teaching through “ARCS motivation model” attention, relevance, confidence and satisfaction, is able to immediately improve students’ motivation.(D)To solve non-English language teacher's pronunciation ability through using selected books and network tools.2.English books management in the school library (A)That English books should be graded as published is practical and efficient.(B)English books combine with network resources.(C)Recommend that the educational administration departments support the platform of " Teacher Librarian Counselor Station" and continue to build English grading books lists.3.The follow-up research recommendations(A)To promote English books reading in the school library needs the supplement of relevant literature.(B)Research methods can be taken by both qualitative and quantitative ways to do further and complicated teaching research.
    Appears in Collections:[教育學研究所] 學位論文

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