The Research is about the Effectiveness that Electronic Storybooks Combined with Multimedia Teachingaid to Increase the Early Childhood Learning

• Main Authors: Lin,juijen, 林瑞仁
• Other Authors: Hwang,lihren
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/59328128615788439007

碩士 === 中州科技大學 === 工程技術研究所 === 101 === This study investigated the effectiveness of learning. It is about how to enhance young children’s reading comprehension and story recall by combining electronic children's books and multimedia teaching aids “flashkit”. Each class was divided into two groups. One was the control group, the other was the experimental group. The control group only accepted electronic storybooks teaching. The experimental group received the operation of multimedia teaching aids “flashkit” after the electronic storybooks teaching. The experiment lasted for nine weeks. We tested in three ways. They were story comprehension, the order of arranging pictures, and structure recalls. The independent variable was divided into control and experimental groups. The control group was the score of first pre-test. The dependent variable was” reading comprehension” and ” story recalls". We made the children read one electronic story every two weeks. A total of four electronic stories were read by the kids in eight weeks. Research objects were sixteen kindergarten children and first grade students from my own nursery school . The children were asked questions individually during the test. We used the video and camera to record the children’s reaction during this period. After making a statistical form, I analyzed it according to t-test. Finally, I integrated data and made conclusions and recommendations. The main results which were statistically analyzed are as follows, 1. The first story was the pretest. Two groups were in the absence of any arrangement. There were no significant differences between the test scores of experimental and control group. The results show that in line with the assumptions. The results are consistent with the assumptions. 2. The second story was the first experimental test. There were no significant differences between the test scores of experimental and control group. The reason is that the children in the experimental group just adapted the multimedia Artboard operation. So we were unable to play the learning efficacy. 3. The test results of the thurth story was that There were no significant differences between the experimental and control group in “the order of arranging pictures” and "Understanding selection". But there were significant differences between the three groups in “Story Understand the Q & A " and " structure recalls ". The experimental group is better than the control group. 4. The fourth story was the post-test. The results of two groups revealed that only “understand choose” couldn’t cause significant differences. All of the three reached significant differences. The children in the experimental group were guided by multimedia Sketchpad object, so they had deeper impression about understanding and memory of the story by pracicing. 5. I analyzed the pretest and posttest scores of the control group. I found that There was a significant difference between “Sort the pictures” and "Understanding select". The pretest was better than the posttest. It is because of the experience and maturity of the children. 6. I analyzed the pretest and posttest scores of the experimental group. Four test scores have significant differences. The posttest was better than the pretest. The experimental results were consistent with the assumptions. It is proved that multimedia the sketchpad auxiliary electronic children's books had a great effect upon the understanding and recollection of the children. Based on the above findings and analysis, I kept the record of and the research process and the problems we faced in the conclusions and recommendations to provide parents, teachers, and future researcher for reference.