查詢結果分析
相關文獻
- Grammar-Related e-Picture-Book Creating (GRePBC) in an English Grammar Course
- E-Picture-Book Creating (e-Pbc) in the Children's Literature Classroom
- 網路健康資訊之批判思考技能發展之方案規劃研究
- 互動式電子書對兒童教育數位化的學習研究:以大觀國小五六年級學生為研究對象
- 心智繪圖法在表演藝術欣賞課程上的教學應用與探討
- Picture-Book Creating and an Invitation Activity in a Children's Literature Classroom
- Develop the Four Cs through Picture Book Teaching Activities
- 繪本創作之創意思考教學研究--從觀察、想像到創意重組
- 國中家政科實施批判思考教學之成效研究
- 科學史融入基礎理化教學之行動研究
頁籤選單縮合
題 名 | Grammar-Related e-Picture-Book Creating (GRePBC) in an English Grammar Course=英文文法課的文法e繪本創作 |
---|---|
作 者 | 王清煌; 約翰‧阿姆斯壯; 吳偉西; 溫瀅雅; 王文仁; | 書刊名 | 國立虎尾科技大學學報 |
卷 期 | 32:4 2015.12[民104.12] |
頁 次 | 頁89-102 |
分類號 | 805.16 |
關鍵詞 | 文法e繪本創作; 創意思考; 批判思考; 繪本; 多媒體技能; Grammar-Related e-Picture-Book Creating; GRePBC; Critical thinking; Picture book; Multimedia literacy; |
語 文 | 英文(English) |
中文摘要 | 在臺灣日間部應用外語系大一新生的「英文文法課」裡,兩個班級的學生同時參與「文法e 繪本創作(GRePBC)」的活動,該活動目的是讓學生透過多媒體媒介,學習英文文法和培養創意(批判)思考能力。本研究旨在發掘119 名新生對此項活動的反應,並聚焦於兩個議題:(1)應外系新生如何從英文文法學習的角度回應「文法e 繪本創作(GRePBC)」?和(2)應外系新生如何從創意(批判)思考的角度回應「文法e 繪本創作(GRePBC)」?本研究的資料來源,包含一項6 級分的問卷、學生的學習心得報告,以及他們的「e 繪本」。研究結果顯示,119 名新生約有90%傾向認為「文法e 繪本創作(GRePBC)」活動有助於他們學習英文文法,將近93%的新生認為這項作業提升了他們的創意(批判)思考能力。此外,許多學生認為他們使用軟體的能力有所增長。因此,期待感興趣的老師在他們教學中運用這樣的活動,幫助學生們提升英文文法的知識、創意(批判)思考能力和多媒體能力。感興趣的研究人員不妨在未來更進一步研究關於GRePBC 的活動,在研究、理論與教學的相關領域造就更宏偉的貢獻,諸如兒童文學,創意(批判)思考素養,以及多媒體技能等。 |
英文摘要 | In an English Grammar course, a Grammar-Related e-Picture-Book Creating (GRePBC) assignment was given to two classes of Taiwanese day-school AFL (Applied Foreign Languages) freshmen for learning about English grammar and developing critical thinking through technology. The center of this study was on the 119 freshmen’s responses to such an assignment. Two research questions produced to motivate the current study were: (1) How did the AFL freshmen respond to Grammar-Related e-Picture-Book Creating (GRePBC) from the perspective of English grammar acquisition? and (2) How did the AFL freshmen respond to Grammar-Related e-Picture-Book Creating (GRePBC) from the perspective of critical thinking? The sources of data included a 6-point-scaled questionnaire, the students’ reflection papers, and their e-picture-books. The results of the study indicated that an estimated 90% of the 119 freshmen tended to agree with the effectiveness of the GRePBC assignment in helping them learn about English grammar and approximately 93% agreed that the assignment boosted their critical thinking ability. Further, many students believed that they increased their software literacy. As such, interested instructors may employ the assignment in their teaching contexts to enhance their students’ knowledge of English grammar, critical thinking ability, and multimedia literacy; the interested researchers may work on further studies concerning the GRePBC assignment to make a magnificent contribution to the research, theory and instruction of relevant fields, such as children’s literature, critical literacy, and multimedia technology. |
本系統中英文摘要資訊取自各篇刊載內容。