教師的教學旅程:統整圖文歸納教學法與合作學習來強化國小學生英文讀寫能力之探究
馮景照^a
 

摘要
 

台灣的學生在小學三年級時便開始學習英文。然而，他們的英文能力並未隨著年齡地增長而有所進步。為了解決學習英文所衍生的學習成就及動機低弱的問題，本研究發展一套新的教學方法。此教學法結合圖文歸納教學法及合作學習策略來試著提升台灣國小學童的英文讀寫能力。本研究著重於探測參與研究師生對此新教學法的意見及了解教師們採用本教學法的過程中所遭遇的問題及其解決方法。本質性研究的研究對象為三位國小英文老師及他們分別為四、五、六年級的71位學生。本研究的研究語料包括下列項目：課室觀察的記錄、參與教師每週的自省日誌、課室錄影、參與教師每月聚會的討論記錄及參與師生的訪談記錄。本研究結果顯示參與師生認為此新教學法可以培養學生自主學習能力，也增加與同儕互動的機會。參與研究的學生也表示此教學法提升他們英文學習的動機。
 

關鍵詞：圖文歸納教學法、合作學習、讀寫教育、歸納性思考。

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A Journey Through Teaching: Integrating the Picture Word Inductive Model and Cooperative Learning in Enhancing EFL Elementary Learners’ English Literacies.
 

Matthew Ching Chao Feng^a
 

Abstract
 

Children in Taiwan start their English classes in grade three. As they progress through the grades, they generally do not demonstrate high English proficiency. To respond to the problem of achievement and motivation related to learning English, the Picture Word Inductive Model (PWIM) and Cooperative Learning were integrated as an alternative approach to the current instructional method to more effectively improve the Taiwanese elementary learners’ English literacies. The focus of this study was to discover the participating teachers’ and students’ perspectives toward this new teaching approach and to understand the difficulties they encounter during the process of initiating and implementing an educational change. This qualitative study involved three elementary English teachers and their 71 students from grades 4, 5 and 6 as participants. The data were collected through field notes from onsite classroom observations, teachers’ weekly reflective journals, in-class video recordings, and transcripts of teachers’ monthly meetings and personal interviews with the participants. The results of this study indicate that the participating teachers and students believed that this new way of teaching not only helped students become more autonomous and responsible for their own learning, but also provided them with more opportunities to interact with their peers. The students also revealed that their motivation toward learning English had improved.
 

Keywords：PWIM, Cooperative Learning, Literacy education, Inductive thinking.