The Effectiveness of Idioms Learning Integrated with Dramas-A Case Study on 4th Graders of an Elementary School

• Main Authors: Wei-jen Kao, 高偉仁
• Other Authors: Horng-Twu Liaw
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/95850741693086886445

碩士 === 世新大學 === 資訊管理學研究所(含碩專班) === 100 === The learning of idioms is very important in learning Mandarin Chinese. However, in recent years, the learning of idioms was influenced by the unfavorable environment. Students also neglected the learning of idioms, and the ability of using idioms is generally low. Therefore, there is an urgent need to work out a teaching method that is easy in practice and can increase the learning interests. The researcher has found the teaching method which includes drama can enhance the learning interests and help the students to reflex and understand idioms. The aim of this study is to investigate the influence of the idiom teaching method which includes drama on the learning effect of the fourth-grade elementary school students. A quasi-experiment design is used and the subjects are two classes of fourth-grade students in one elementary school in Xinbei City. The sample size is 48 students with one class as control group which was given traditional teaching, and another class as experimental group which was given idiom teaching with drama. A pre-test, post-test, and follow-up test were taken to investigate the effects. This study uses self-made “Idiom learning effect test” to assess the learning effects, and analyze the results statistically. Analyzing the learning effect, the “Grade 1-9 Curriculum Guidelines” announced by the Ministry of Education and Bloom’s “Taxonomy of Educational Objective”(2001) was consulted and integrated to set up the evaluation framework of this study. This thesis uses a quantitative method assisted with qualitative study. After the experimental teaching period, an “Idiom Class Which Include Drama Feedback Questionnaire” was conducted to understand the learning attitudes and the feeling after the class. The results of this thesis can be provided to the elementary school teachers as a reference when applying idiom teaching with drama.