難度適性化繪本於國小英語學習初探

A Tentative Study on Difficulty Adaptive Children Picture Books Application to Primary School English

周宜姍(Yi Shan Chou)；張晏榕(Yen Jung Chang)

國小英語教學 ； 繪本 ； 難度適性化 ； primary school English teaching ； picture book ； difficulty adaptive

中華印刷科技年報

2019（2019 / 06 / 01）

288 - 299

繁體中文

在國際化的趨勢下，英語的學習儼然已成為時下的必修課程，而台灣為提升國人的英語能力便自國小實施英語教育。為了增加兒童的英語學習興趣與能力，繪本是時常被選用的媒材，然而在學生英語閱讀起始能力不同的情況下，使用文本難度固定的繪本對於提升學習成效與激發兒童的學習興趣的效果則有待商榷。因此，本研究提出難度適性化繪本的概念，並透過焦點團體訪談法，訪談五位具有國小英語教學經驗的國小與補習班英語教師，以瞭解目前國小階段英語繪本教學之現況，以及教師對難度適性化英語繪本的想法。訪談結果可知教師在挑選英語繪本時為引起學生的興趣多會注重繪本難度是否符合學生的程度以及繪本內容與生活或課程的連結性。此外，教師在教學時多會使用實體繪本搭配電子資源以及多層次的延伸活動，以達到提升學生學習成效的效果。而在難度適性化繪本的部分，教師普遍認為因其屬個人化的調整，因此較適合用於小班制且授課時間較長的補習班以及補救教學。

Under the trend toward globalization, the importance of English learning has been enlightened since last decade, and the government of Taiwan carried out the educational policy which is primary school English learning to power up nationals' English ability and interest from a very beginning age. To increase children's performance and interest of English learning, picture books are often used, however, the traditional picture books, which are difficulty fixed, might not be suitable for children with different levels of English reading abilities. Hence, this study proposed an idea of difficulty adaptive picture books and collect opinions from five primary and cram school English teachers to understand the current situation of English picture book teaching toward children and their opinions on difficulty adaptive picture books through the focus group interview. Results showed that English teachers tended to pick picture books that are related to children's lives or school curriculum and ensured the difficulty of the text would fit the English reading level of the most children. During teaching, they would use paper books with digital resources and follow-up activities to improve children's learning outcome. Finally, with the respect to the difficulty adaptive picture book, due to its personalized trait, teachers recommended using it in cram schools or remedial teaching that have more time in teaching but fewer amount of students.

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