如何利用英文童書繪本輔助九年一貫課程之兒童英語教學
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Date
2003-04-??
Authors
林慧麗
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Publisher
國立台灣師範大學英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
本文旨在探討英語童書繪本在九年一貫國小英語教學的架構中，可行的運用方法與原則。首先從外語教學、兒童語言發展心王學等角度，分析英語童書繪本對兒童學 習外語有效果的原因－提供豐富情境。並考慮九年一貫的教學理念，建構兩種實際運用繪本時的教學安排，並分別舉例說明。最後列舉五點原則。一、卷宗式評量； 二、圖書資源共享；三、選擇合宜的繪本；四、與多元智慧之關聯；五、善用網路資源。
This article discusses feasible curriculum designs and principles of using English children's picture books under the framework of the Nine-year Joint Curricula Plan for elementary and Junior High Schools. Picture books provide readers with an ample amount of contextual information, which has been proved to be helpful for learning/acquiring languages. Two different curriculum designs are suggested (picture books as the main teaching material or as part of the supplementary teaching materials) with examples showing how to incorporate the usage of picture books into the Nine-year Joint Curricula Plan. It is also suggested by the author that, when English picture books are used, (1) portfolio assessment be adopted; (2) a library-like system be organized; (3) books appropriate to the cognitive abilities and English proficiency of the students be selected; (4) multiple intelligences be well integrated in classroom instruction; and (5) internet resources be wisely used and a domestic picture book teaching resource web site be constructed.
This article discusses feasible curriculum designs and principles of using English children's picture books under the framework of the Nine-year Joint Curricula Plan for elementary and Junior High Schools. Picture books provide readers with an ample amount of contextual information, which has been proved to be helpful for learning/acquiring languages. Two different curriculum designs are suggested (picture books as the main teaching material or as part of the supplementary teaching materials) with examples showing how to incorporate the usage of picture books into the Nine-year Joint Curricula Plan. It is also suggested by the author that, when English picture books are used, (1) portfolio assessment be adopted; (2) a library-like system be organized; (3) books appropriate to the cognitive abilities and English proficiency of the students be selected; (4) multiple intelligences be well integrated in classroom instruction; and (5) internet resources be wisely used and a domestic picture book teaching resource web site be constructed.