圖像創意應用於國小英語單字教學之研究

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题名:	圖像創意應用於國小英語單字教學之研究
其它题名:	A Study on Creative Images Used in Teaching English Vocabulary in an Elementary School
作者:	張佩瑜 Chang, Pei-Yu
貢獻者:	視覺與媒體藝術學系余季音 Chi-Ying Yu
关键词:	英語單字教學;創意;圖像;單字記憶 English vocabulary teaching;creativity;image;vocabulary memory
日期:	2014
上传时间:	2014-11-24 14:23:21 (UTC+8)
摘要:	單字的學習與記憶，乃至於單字能力的掌握是英語學習極其重要的基礎環節，由於英語單字是一種抽象的文字符號，其學習本就不易外，教育現場更常發現多數學童視背單字為畏途。基於圖片具有使抽象文字具體化的功用，本研究試圖透過實驗教學以創意圖像來幫助國小學童英語單字的學習與記憶。　　　本研究主要探討「創意圖像」的媒體呈現與自主創作對提升國小學童英語單字學習與記憶保留量成效之影響，以卡通動畫「WordWorld單詞世界3D樂園」所呈現之單字為目標學習單字，採用準實驗研究法，以嘉義縣福樂國小二十六位中年級學童為研究樣本，進行「三階段圖像創意英語單字教學」之實驗教學：第一階段為「傳統英語單字教學」；第二階段則透過動畫內之創意單字圖像進行目標單字教學；第三階段試圖讓學生自行創作個人創意單字圖像作品。各階段教學後再透過英語單字自編測驗卷進行各階段教學的後測，並於整個實驗教學結束後一個月進行延宕測，以分析、比較與瞭解「動畫創意單字圖像融入英語教學」及「學生創作創意單字圖像之方式」之單字學習與保留成效。本研究主要結果如下：一、「創意圖像」的單字自主創作有助於提升國小學童英語單字學後立即成效，亦即以「學生創作創意單字圖像之英語教學方式」，可顯著提升國小學童英語單字學習成效。二、「創意圖像」的媒體呈現與自主創作皆有助於提昇國小學童英語單字學後保留成效，亦即以「動畫創意單字圖像融入英語教學」及「學生自主創作單字圖像融入英語教學」，皆可顯著提升國小學童英語單字學後記憶保留量。　　　研究者並根據研究結果提供未來國小英語單字教學、後續研究及相關教材出版機構若干建議與參考。　　　Vocabulary learning and memorizing and even the mastery of vocabulary using are crucial to English learning. English vocabulary by nature is abstract, so that it could be difficult to learn. On the scene of education, it is often found that numerous students at younger age fear memorizing vocabularies. Given that pictures have the function of embodying abstract vocabulary, this research is aimed at, through experimental teaching, employing creative graphics to assist those primary students in escalating their learning in English vocabularies and memory. 　　　This research seeks to find out the influence of creative graphics presented in media and created by students in elevating the efficiency of English vocabulary learning and memorizing among elementary students. By adopting words exhibited on the cartoon animation “WordWorld” as the targeted words to learn, a quasi experimental research approach has been employed. Recruiting 26 students from Fu-Ler Primary School, Jar-Yee, as participants for this research, an experimental teaching based on 3-phase graphical creative English vocabulary teaching is implemented: the first phase is “traditional English vocabulary teaching; the second one is teaching vocabulary through the creative vocabulary pictures shown in the animation; the third phase attempts to let students create their own individual graphical products for vocabulary. In the wake of each phase of vocabulary teaching, the post-test of each phase will be implemented soon and one month after the whole experimental teaching is over, the postponed test is to be conducted. Both of the two kinds of test are with a view to analyzing, comparing and understanding the learning and reserved efficiency for “English vocabulary teaching integrated creative images in animation” and “English vocabulary teaching integrated creative images produced by students” The primary findings of this research are stated as follows:1. The self-creation of vocabulary is instrumental to escalating the immediate efficiency after learning vocabularies among elementary students. 2. The media presentation and self-creation of “innovative graphs” can help elevate reserved efficiency after the learning of English vocabularies among elementary students. 　　　The researcher also, based on the research result, provides a handful of suggestions and references to the vocabulary teaching in elementary schools, future research activities, and relevant teaching materials for publishers.
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