電子白板結合合作學習教學應用在國小英語教學之成效

106年01月30日  

研究生：劉亭瑜

指導老師：石儒居 博士

電子白板結合合作學習教學應用在國小英語教學之成效

Effects of Combining IWB with Cooperative Learning in Elementary School Students’ English Course 

摘要:

在資訊媒體普遍的21世紀，大部分的學生已具備了使用教育科技的知識與技巧。在課堂上使用電子白板教學及學習對於現今國小學童來說不是一件新奇的事了。因此，本研究的主要目的在觀察使用電子白板結合合作學習在國小學生的英語課堂上的影響。此研究總共有48位國小學生參與，並將其分為兩班;一班為實驗組，另外一班為控制組。實驗組及控制組皆使用電子白板教學，唯獨實驗組額外加入了合作學習活動。兩組皆使用同樣的學習教材、教學進度、測驗、教學者及研究工具;唯一不一樣的是控制組所加入的合作學習活動。此研究使用質性及量化研究法，研究工具包含了前測、後測、學生調查問卷、教室觀察表及訪談。量化資料使用成對樣本T檢定及敘述性統計分析並將結果以表格呈現於文中。根據研究結果顯示: (一) 實驗組學生並不會在使用了電子白板結合合作學習後有所進步，反而是單純使用電子白板教學的控制組在前、後測及閱讀能力上有好的表現。此外，(二)根據問卷的結果，學生喜歡並享受在使用電子白板結合合作學習的教學方式，且他們也能了解老師在英語課堂上所教授的內容。(三) 在學生訪談的結果，在英語課堂上使用電子白板結合合作學習能夠激勵學生上台發表自己的意見，並能激發學生學習的興趣及動機。

關鍵詞: 電子白板(IWB)、合作學習、國小學童 

Abstract:

In information-based society of the 21st century, most students are equipped with educational technological knowledge and skills. Currently, interactive whiteboard (IWB) integrated teaching with learning is not a novelty to students in many elementary schools. Therefore, the purpose of this study aimed to investigate the effects of combining IWB with cooperative learning in English course for elementary school students. The participants of this study were 48 elementary school students from two classes; one was assigned as the experimental group (n=23), and the other was assigned as the control group (n=25). The experimental group and the control group were exposed to IWB instruction, but the experimental group was equipped with the cooperative learning activities while the control group was not. Both groups had the same learning materials, schedule, tests, instructor, and instruments; the only difference was the cooperative learning activities. Both quantitative and qualitative approaches were employed in the study. Research tools include pre-test and post-test, the survey questionnaire, classroom observation and interviews. All data were collected and analyzed using the paired Sample t-test and descriptive statistics tables with resultant tables produced. The findings of the study indicate that : (1) the experimental group students did not learn better after the combining IWB with cooperative learning activities, but the pre-test, post-test and reading skill of the control group reveals students could have great achievement via using IWB teaching. Additionally, (2) the students liked and enjoyed the combining IWB with cooperative learning and they could understand what the teacher taught in English class on the results of the questionnaire. (3)The students from the interviews reveal that combining IWB with cooperative activities inspire them to speak in English classes as well as motive their learning interest and motivation.

Keywords: Cooperative learning, Elementary school students, Interactive whiteboard (IWB)