本研究旨在探究以電子書融入成語教學活動中，對國小三年級學童在成語學習成就與成語學習態度學習表現之影響，以提供國小教師作為成語教學之參考。 本研究採準實驗研究法，以雲林縣的一所國小三年級的二個班級學童為研究對象。其中研究者任教的班級為實驗組，以電子書融入教學；另一班為控制組，以一般傳統口述教學。進行十週共20節課的成語教學，並以研究者自編之成語學習成就評量試卷，分別對實驗組與控制組學童進行前測與後測，並於成語教學活動結束後，讓學童填寫成語電子書學習回饋單，將所得資料來了解其學習成語後的整體表現和態度。 In the idiom-teaching activity combined with E-book, this study is to discuss the effects on learning performances in the idiom learning achievements, the idiom learning attitudes of the third-grade elementary school students. This also provides primary school teachers with the teaching resources in the idiom-teaching activity. This study is based on a Quasi-Experimental Designs Design and uses samples coming from two classes of the third-grade elementary school students in Yunlin County. Among them, the researcher's class is the experimental group in the teaching activity combined with E-book, while the other is the control group in the traditional way of oral teaching. The teaching idioms activity had continued for ten weeks which totally had twenty classes, and moreover used the researcher's self-edited teaching materials such as “Idiom Learning Achievements” Assessment Test to get pretest-and-posttest scores of the experimental group and the control group. After the idiom-teaching activity, by writing “Idiom Learning Feedback Scale,” the whole learning performance and attitudes can be demonstrated.
