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題名:讀者劇場應用於國中英語低成就學生之方案評鑑-----包容性評鑑取向之運用
作者:邱名謙
作者(外文):Chiu,Ming-Chien
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:林素卿
學位類別:博士
出版日期:2019
主題關鍵詞:英語低成就學生讀者劇場方案評鑑包容性評鑑English low achievement studentsReaders theaterProgram evaluationInclusive evaluation
原始連結:連回原系統網址new window
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摘要
本研究旨在探討應用包容性評鑑評估英語讀者劇場於國中英語低成就學生之方案評鑑。本研究採用行動研究,以二年級10位英語低成就學生為研究對象,進行為期十二週的RT英語補救教學。教學前後,學生均接受「一分鐘全文檢測」、「英語閱讀理解力」、「英語學習動機」,並以無母數統計檢定分析,以了解RT教學對英語低成就學生之閱讀流暢度、閱讀理解力、學習動機的影響。質性資料方面包括教學省思札記、觀課議課紀錄、學生學習單及回饋單、訪談紀錄等資料進行分析。本研究之研究結果如下:(一) RT英語教學歷程提供低成就學生正向的學習經驗。(二) RT英語補救教學能有效增進低成就學生英語閱讀流暢度。(三) RT英語補救教學能有效增進低成就學生英語閱讀理解力。(四) RT英語補救教學能有效增進低成就學生英語學習動機。研究者根據上述研究結果發現提出相關建議,以作為未來RT教學與包容性評鑑運用之參考。
關鍵詞: 英語低成就學生、讀者劇場、方案評鑑、包容性評鑑
Action Research on Applying Inclusive Evaluation to Reader Theater Instruction in English Low Achievement students
Advisor: Su-Ching Lin, Ph.D
Author: Ming-Chien Chiu
Abstract
This study aimed to explore the impacts of applying inclusive evaluation to Reader Theater Instruction in English low achievement student. The study applied an action research approach. The participants consisted of 10 eighth graders. The study had been implemented for 12weeks. During the research period, the data were collected through teaching journals, worksheets, focus group interview, teacher’s observation record. The oral reading performance was examined with the instrument, Entire Text Method, and students’ reading comprehension, English learning motivation of the reader’s theater task were elicited by pre-and post-study questionnaire. Quantitative data analyses included descriptive analysis, nonparametric statistical test. The findings of this study were as follows: RT teaching process provided students’ unforgettable learning experience.Also, RT can improve students’ oral reading ability , reading comprehension and learning motivation.
Keywords: English low achievement students, Readers theater, Program evaluation, Inclusive evaluation
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