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篇名 桌遊融入國小本土語言教學對四年級學童學習動機與學習成效之研究
並列篇名 The Effects of the Learning Motivation and Learning Outcome of Integrating Board Games into Minan Native Language (閩南語) Curriculum of the Fourth Grade programs in an Elementary School
作者 張淑美(Shu-mei Chang) 、劉昱良(Yu-liang Liou) 、魏慧美(Huei-mei Wei)
中文摘要 鑒於國小本土語言教學成效有待提升,而新近研究指出以桌遊融入教學的課程設計,對於語言及其他面向的學習頗有助益。因此,本研究旨在探討桌遊融入國小本土語言教學對四年級學童學習動機與學習成效。研究者以臺南市某國小學童為對象,以21名學生為實驗組,18名學生為對照組,實驗組成員接受每週一次,每次40分鐘的桌遊融入本土語言(閩南語)課程,共計九週;對照組則不接受實驗。研究資料以SPSS for Windows進行統計分析,統計方法有描述性統計、獨立樣本t檢定、單因子變異數分析。另外,本研究設計課程回饋單以及半結構式訪談單,徵詢隨機抽取有意願之男女學生各3名接受訪談,以佐證實驗結果。本研究發現如下:一、桌遊融入本土語言對國小四年級學習動機之「價值成分」分層面有立即性影響。二、對學習動機之「價值成分」、「期望成分」分層面有延宕性影響。三、對學習成效無顯著差異。四、從質性資料分析得知,桌遊融入國小四年級本土語言實施具可行性,學生對課程表達肯定態度。研究者依據結論提供建議供教學實務與未來研究之建議參考。
英文摘要 The aim of this study was to explore the effects of learning motivation and learning outcome on integrating board games into Minnan native language curriculum of the fourth-grade programs in an elementary school. The research subjects were 21 students as the experimental group and 18 students as the control group of two fourth grade classes in an elementary school in Tainan city. The experimental group received a weekly 40-minute board game in the native language (Minnan). Total courses were for nine weeks. Data were collected and analyzed by SPSS for Windows. Statistic methods included descriptive statistics, independent t-test, and one-way ANOVA. In addition, this study was designed with feedback forms and semi-structured interviews. The researchers randomly selected three boys and three girls who were willing to be interviewed.    The results of the study were as follows: (1) The integration of board games into the native language curriculum has an immediate impact on the "value components" of the learning motivation for the fourth-grade students. (2) The integration of board games into the native language has a deferred influence on the "value components" and "expectancy components" of the learning motivation for the fourth-grade students. (3) The integration of board games into the native language has no significant differences in the learning outcome of the fourth-grade students. (4) According to the analysis of qualitative data, it showed that the students expressed positive attitudes towards the curriculum and had improved their learning motivation and outcomes of native language learning. According to the findings, we proposed some suggestions for the implications and future researches.
頁次 031-060
關鍵詞 十二年國民基本教育 本土語言 桌遊 學習成效 學習動機 12-year basic education board games learning motivation learning outcome native language
卷期 48
日期 202006
刊名 高雄師大學報:教育與社會科學類
出版單位 國立高雄師範大學