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系統識別號 U0002-3006200823112100
中文論文名稱 運用英語圖畫書於國小低年級之英語閱讀教學設計
英文論文名稱 Applying Picture Books on English Reading Instructional Design of Elementary Beginners
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士在職專班
系所名稱(英) Department of Educational Technology
學年度 96
學期 2
出版年 97
研究生中文姓名 施穆穆
研究生英文姓名 Mu-Mu Shih
學號 795730224
學位類別 碩士
語文別 中文
口試日期 2008-06-20
論文頁數 173頁
口試委員 指導教授-陳慶帆
委員-林文韵
委員-施如齡
中文關鍵字 英語圖畫書  英語閱讀教學  教學設計  閱讀興趣 
英文關鍵字 English picture books  English reading instruction  instructional design  reading interests 
學科別分類 學科別社會科學教育學
中文摘要 臺北市教育局自九十四學年度起,積極推動英語老師運用英語圖畫書於國小英語教學,其具體作為便是委由臺北市文化國小舉辦「臺北市推動兒童英語閱讀徵稿活動競賽」,徵件內容分「閱讀教學簡案設計」和「推動英語閱讀經驗分享」兩大類,促能提升國小英語老師運用英語圖畫書教學職能。因此本研究擬提供一可行之運用英語圖畫書於國小低年級之教學設計模式,予有意進行英語圖畫書教學之國小老師參考,企對國小英語圖畫書教學有啟發之貢獻。

本研究以質性研究的方法,經相關英語圖畫書、閱讀教學介入、師生分享閱讀及教學設計、閱讀興趣等文獻探討,以Smith & Ragan和Gagné之教學設計原則為前提,故事討論及師生分享閱讀為主要內容,所產出之運用英語圖畫書於國小低年級英語閱讀之教學設計模式,試圖了解國小低年級學童對於英語課程中,老師運用英語圖畫書教學的學習情況,透過教室觀察、教師訪談、學生焦點訪談、文件分析等,得以了解此教學設計模式之可行性,及是否可有效提升學生之學習興趣。

研究結果顯示,其他運用此教學設計模式之英語老師,皆十分肯定其可行性;教學結果也顯示,運用英語圖畫書於國小低年級英語閱讀教學設計,確實可提升學生之英語圖畫書閱讀興趣。
英文摘要 Taipei City Government Educational Department impelled elementary school teachers to use English picture books for teaching English. The concrete action was holding “The Competition of Promoting Children English Reading in Taipei” by Taipei Wenhwa Elementary School. It includes two categories, one is“Lesson Plans of Reading” and the other is“The Experience of Promoting Children Reading” to facilitate the teachers’ profession of teaching English picture books. Therefore, this study provide an instructional design model of teaching English picture books to elementary English teachers as reference material, hoping the model can enlighten the elementary English picture book instruction.

This a qualitative study, with the literacy review of English picture books, reading instruction, shared reading and instructional design, on the premise of the instructional design theories that brought up by Smith & Ragan and Gagné, followed with English reading instruction to generate the instructional design model of teaching English picture books. Applying class observation, teachers interview, students focus group interview and document analysis etc. to comprehend the second graders’ learning situation of using English picture books in English reading instruction design, the feasibility of this instructional design model, and the possibility of promoting children reading interest.

One result of this study, the other teachers approved the feasibility of the instructional design model after applying it for their teaching; one of the other, using English picture books in English reading instruction promoted children’ s reading interests indeed.
論文目次 目錄
第一章 緒論………………………………………………………………… 1
第一節 研究背景與動機……………………………………………… 1
第二節 研究目的……………………………………………………… 4
第三節 研究問題……………………………………………………… 4
第四節 名詞釋義……………………………………………………… 4
壹、 英語圖畫書……………………………………………… 4
貳、 英語圖畫書教學………………………………………… 4
參、 英語閱讀教學…………………………………………… 5
肆、 師生分享閱讀…………………………………………… 5
伍、 教學設計………………………………………………… 5
陸、 學生朗讀………………………………………………… 6
柒、 學習單…………………………………………………… 6
捌、 閱讀興趣………………………………………………… 6
第五節 研究範圍與限制……………………………………………… 7

第二章 文獻探討…………………………………………………………… 8
第一節 英語圖畫書的定義、分類與教學…………………………… 8
壹、 英語圖畫書的定義……………………………………… 8
貳、 英語圖畫書之分類……………………………………… 10
參、 英語圖畫書教學………………………………………… 13
第二節 閱讀教學…………………………………………………… 20
壹、 閱讀教學的介入………………………………………… 21
貳、 師生分享閱讀教學策略之運用………………………… 28
參、 閱讀技巧與閱讀策略…………………………………… 34
肆、 閱讀教學的延伸………………………………………… 38
第三節 教學設計……………………………………………………… 42
壹、 Smith & Ragan的教學形式……………………………… 42
貳、 Gagné的九項教學事件…………………………………… 43
第四節 閱讀興趣……………………………………………………… 45
壹、閱讀興趣與先備知識……………………………………… 46
貳、閱讀興趣與好奇心………………………………………… 47
參、興趣與社交合作行為……………………………………… 47
第五節 臺北市推動兒童英語閱讀教學之教案分析………………… 48
壹、 閱讀教學之設計………………………………………… 48
貳、 閱讀教學策略之應用…………………………………… 49
參、 使用頻率較高之英語圖畫書排名……………………… 51

第三章 研究方法…………………………………………………………… 53
第一節 研究架構與流程……………………………………………… 53
壹、 研究架構………………………………………………… 53
貳、 研究流程………………………………………………… 54
第二節 研究情境……………………………………………………… 56
壹、 研究對象………………………………………………… 56
貳、 研究場域………………………………………………… 56
參、 研究者介紹……………………………………………… 57
第三節 研究工具……………………………………………………… 58
壹、 觀察類工具……………………………………………… 58
貳、 非觀察類工具…………………………………………… 59
第四節 資料收集……………………………………………………… 60
壹、 研究資料收集…………………………………………… 60
貳、 信、效度………………………………………………… 63

第四章 英語閱讀教學設計……………………………………………… 64
第一節 教學設計之架構與模式……………………………………… 64
壹、 簡介……………………………………………………… 66
貳、 主體……………………………………………………… 68
參、 總結……………………………………………………… 73
肆、 評量……………………………………………………… 73
第二節 教學說明與範例……………………………………………… 74
第三節 教學材料與教學時間安排…………………………………… 82
壹、 教學材料………………………………………………… 82
貳、 教學時間安排…………………………………………… 82
第四節 教案設計……………………………………………………… 83
壹、 Cookie’s Week之教案設計……………………………… 83
貳、 Color Zoo之教案設計…………………………………… 88
參、 Mr. Rabbit and The Lovely Present之教案設計………… 94
第五節 教學情境………………………………………………………… 99

第五章 實施與結果………………………………………………………… 101
第一節 英語圖畫書閱讀之教學歷程………………………………… 101
壹、 英語教師之英語圖畫書閱讀教學設計歷程…………… 101
貳、 初任英語教師運用英語圖畫書閱讀教學設計歷程…… 102
參、 研究者之英語閱讀教學歷程…………………………… 105
第二節 學生之學習歷程……………………………………………… 111
壹、 Cookie’s Week…………………………………………… 113
貳、 Color Zoo……………………………………………… 116
參、 Mr. Rabbit and The Lovely Present……………………… 120
第三節 英語圖畫書閱讀教學與學生閱讀興趣……………………… 124
壹、 有條理的回憶故事內容………………………………… 124
貳、 和生活經驗與個人情感相連結………………………… 126
參、 和其他人分享英語圖畫書的故事內容………………… 130
第四節 教學省思……………………………………………………… 131
壹、 教學設計之省思………………………………………… 131
貳、 英語圖畫書運用之省思………………………………… 132

第六章 結論與建議………………………………………………………… 134
第一節 研究結論……………………………………………………… 134
壹、 可行國小低年級之英語閱讀教學設計模式…………… 134
貳、 英語圖畫書的運用……………………………………… 134
參、 學生閱讀興趣的提升…………………………………… 135
第二節 研究建議……………………………………………………… 136
壹、 英語圖畫書教學設計模式運用之建議………………… 136
貳、 英語圖畫運用之建議…………………………………… 139
參、 未來研究之建議………………………………………… 140

參考文獻……………………………………………………………………… 141
壹、中文部份……………………………………………………… 141
貳、英文部分……………………………………………………… 145
参、英語圖畫書部分……………………………………………… 154




附錄………………………………………………………………………… 156
附件一 讓分享閱讀有趣……………………………………………… 156
附件二 認之層次與思考技巧的運用………………………………… 158
附件三 Your Week 學習單………………………………………… … 160
附件四 Mr. Rabbit and the Lovely Present 學習單…………………… 161
附件五 Shapes 學習單………………………………………………… 162
附件六 同儕教師教學觀察表………………………………………… 163
附件七 學生閱讀行為紀錄表………………………………………… 164
附件八 焦點訪談題綱………………………………………………… 165
附件九 運用英語圖畫書於國小低年級英語閱讀之教學建議……… 166
附件十 206班學生閱讀行為紀錄表…………………………………… 171
附件十一 203班學生閱讀行為紀錄表………………………………… 172
附件十二 208班學生閱讀行為紀錄表………………………………… 173






表次
表1-1 五種課堂上的閱讀教學法……………………………………………… 2
表2-1 EFL國小英語童書分類及相關教學活動……………………………… 11
表2-2 六項分享閱讀基本教學步驟…………………………………………… 30
表2-3 閱讀教學結構下的閱讀技巧與發展閱讀技巧的教學策略………… 36
表2-4 國內針對朗讀提升學生學習能力之相關研究………………………… 41
表2-5 教學事件的擴展………………………………………………………… 42
表2-6 內在認知處理與教學事件的對應關係與行動範例…………………… 43
表2-7 Gagné教學事件和分享閱讀教學步驟………………………………… 44
表2-8 九項教學事件、教學形式和閱讀階段………………………………… 49
表2-9 臺北市「閱讀教學簡案設計」競賽之得獎教案種類與教學之分析… 50
表2-10 閱讀教學簡案設計之英語圖畫書使用前三名………………………… 51
表3-1 完成學生閱讀行為紀錄實施規畫……………………………………… 61
表4-1 設計研究產出的種類項目……………………………………………… 64
表4-2 英語閱讀教學說明與範例……………………………………………… 75
表4-3 英語閱讀教學所使用之英語圖畫書簡介……………………………… 82
表4-4 英語閱讀教學之時間安排……………………………………………… 83
表4-5 ”Cookie’s Week”之教案設計…………………………………………… 84
表4-6 ”Color Zoo”之教案設計……………………………………………… 88
表4-8 ”Mr. Rabbit and the Lovely Present”的教案設計……………………… 94
表5-1 觀察項目及具體行為之表現……………………………………………112





圖次
圖2-1 小說類(fiction)和非小說類(non-fiction)之分類圖………………… 10
圖2-2 Pearson之全語言課程內涵………………………………………… 14
圖2-3 三大面向、七大學習領域與教學主題…………………………… 16
圖2-4 多媒體學習之認知理論…………………………………………… 17
圖2-5 擴展兒童思考有關故事的問題…………………………………… 24
圖2-6 五指法閱讀教學策略……………………………………………… 28
圖2-7 分享閱讀教學順序………………………………………………… 32
圖2-8 分享閱讀教學實例………………………………………………… 33
圖2-9 策略和技巧的區別………………………………………………… 35
圖2-10 學習單在課程的位階……………………………………………… 39
圖2-11 閱讀興趣與先備知識……………………………………………… 47
圖3-1 研究架構圖………………………………………………………… 54
圖3-2 研究流程圖………………………………………………………… 55
圖3-3 焦點團體訪談座位安排…………………………………………… 62
圖3-4 三角檢證與英語圖畫書閱讀教學………………………………… 63
圖4-1 教學設計架構圖…………………………………………………… 65
圖4-2 國小低年級英語圖畫書閱讀教學模式…………………………… 66
圖4-3 研究場域配置圖…………………………………………………… 100
圖5-1 同儕教師入班觀察紀錄表………………………………………… 105
圖5-2 ”Days of the Week”的學生學習單………………………………… 116
圖5-3 ”Shapes”的學生學習單…………………………………………… 120
圖5-4 ”The Lovely Present”的學生學習單……………………………… 123
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駱美利(2006)。國小學童以英文知識性讀物學習讀寫之個案研究。私立淡江大學美國研究所碩士論文。未出版。
鐘重發、張正正(2006)。繪本教學增進外籍配偶子女語文能力之研究。兒童及少年福利期刊,10,23-50。
項靖,陳儒晰,陳玉箴,李美馨譯(2002)。論文計畫與研究方法。台北:韋伯文化。

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參、英語圖畫書部份
Ahlberg, A. & Ahlberg, J. (1991). The jolly postman. NY: Little, Brown and Company.
Brown, M.W. (2005). Good night moon. NY: HarperCollins.
Brown, M.W. (2005). The runaway bunny. NY: HarperCollins.
Browne, A. (2002). Willy the dreamer. Massachusetts: Candlewick.
Burningham, J. (2001). Mr. Gumpy’s outing. Canada: Random House.
Camp. L. & Langley, J. (2000). The biggest bed in the world. NY: HarperCollins.
Campbell, R. (2007). Dear zoo. NY: Little Simon.
Carle, E. (1981). The very hungry caterpillar. PA: Philomel.
Carle, E. (1991). The secret birthday message. NY: HarperCollins.
Carle, E. (1997). Today is Monday. NY: Putnam Juvenile.
Donaldson, J. (2005). The gruffalo. UK.: Puffin Books.
Ehlert, L. (1989). Color Zoo. NY: HarperCollins.
Emberley, E. (1993). Go away green monster. NY: L,B Kids.
Gag, W. (2004). The ABC bunny. MN: University of Minnesota Press.
Gomi, T. (2002). Coco can’t wait. NY: Macmillian McGraw Hill.
Hill, E. (2000). Where’s Spot? NY: G.P. Putnam's Sons.
Kipling R., & Patterson, G. (2006). The Elephant’s Child. CA: Frances Lincoln
Lionnie, L. (1995). Little blue and little yellow. NY: HarperTrophy.
Lobel, A. (2004). Frog and toad collection. NY: HarperTrophy.
Locker, T. (2001). Sky tree. NY: HarperTrophy.
Martin, B. & Carle, E. (1996). Brown bear, brown bear, what do you see? NY: Henry Holt and Company.
McMillan, B. (1989). Time to….NY: Lothrop, Lee & Shepard Books.
McQueen, L. (2007). The Little Red Hen. NY: Scholastic.
Munsch, R. (2001). Love you forever. NY: Red Fox Books.
Numeroff, L. & Bond. F. (1996). If you give mouse a cookie. NY: HarperTrophy.
Polacco, P. (1994). Pink and Say. NY: Philomel.
Rathmann, R. (1996). Good night, gorilla. NY: Putnam Juvenile.
Sendak, M. (1998). Where the wild things are? NY: HarperCollins Publishers.
Taback, S. (1997). There was an old lady who swallowed a fly. NY: Viking Juvenile.
Taback, S. (1999). Joseph had a little coat. NY: Viking Juvenile.
Ward, C. (1997). Cookie’s week. NY: Putnam Juvenile.
Wiesner, D. (1997). Tuesday. NY: Clarion Books.
Young, E. (1996). Lon po po. NY: Putnam Juvenile.
Zolotow, C. & Sendak M. (1991). Mr. Rabbit and the lovely present. NY: Scholastic Book Company
Zuromskis, D. (1978). The farmer in the dell. NY: Little Brown & Co

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