布偶劇應用於國小三年級學童英語口說補救教學之個案研究

• Main Authors: Blair Lee, 李國彰
• Other Authors: 賴維菁
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/67198935611761313025

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 96 === Abstract In this study, fifteen-week remedial instruction of English puppetry was administered to an English underachieved pupil who was an elementary school third grader. This study adopted qualitative research method, and the researcher had worked with two collaborative teachers and a critical teacher. For fifteen weeks, remedial instruction had been implemented twice a week, thirty minutes for each time. This study aimed to find whether the underachieved pupil improved his English oral capability and enhanced his intrinsic motivation for English learning after the treatment of English puppetry remedial instruction. Furthermore, what was the thought of collaborative teachers after they had examined the instructional process of English puppetry? There were three questions of this study presented as follows： 1、What were the views of collaborative teachers about the remedial instruction of English oral capability by utilizing the teaching strategy of puppetry? 2、Whether the English puppetry remedial instruction could effectively upgrade the English oral capability of the underachieved pupil? 3、Whether the English puppetry remedial instruction could effectively upgrade the intrinsic motivation of the underachieved pupil? The study group found that the implementation of puppetry instruction could direct the underachieved pupil to a new learning path and strengthen his participative sense in learning. According to the pretest and posttest which focused on the items of phonemes and accents, the English oral capability of the underachieved pupil had upgraded to a respectable degree after fifteen-week puppetry remedial instruction. The collaborative teachers also found that the English oral capability of the experimental pupil were better than that of his counterpart in the controlled group after they were both taught for fifteen hours during the study. The researcher and the collaborative group also observed that the underachieved pupil had stronger intrinsic motivation for English and he was more willing to pursue knowledge of English after he joined the remedial instruction. Key words: Puppetry, Elementary School, Remedial Instruction