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研究生： 呂昕昀
Lu, Hsin-Yun
論文名稱： 國小英語情境教室實施臺灣在地文化課程融入環境知識和單字之研究─以國小六年級為例
A Study of the Implementation of Local Culture Curriculum in the English Scenario Classroom Concerning Environmental Knowledge and Vocabulary Knowledge for Sixth Graders in Taiwan
指導教授： 簡靜雯
Chien, Chin-Wen
口試委員: 羅文杏
Luo, Wen-Hsing
柯宜中
Ke, I-Chung
學位類別： 碩士
Master
系所名稱： 竹師教育學院 - 英語教學系
English Instruction
論文出版年： 2021
畢業學年度： 109
語文別： 英文
論文頁數： 128
中文關鍵詞： 環境教育 、在地文化課程 、環境知識 、單字學習 、英語情境學習 、英語情境教室
外文關鍵詞： environmental education, local culture curriculum, environmental knowledge, vocabulary learning, English situated learing, English Scenario Classroom
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    • 本研究之目的為探討在英語情境教室實施在地文化課程對於學生環境知識與單字習得的影響，以20位國小六年級學生為研究對象，接受為期九週的議題融入課程。為回答研究問題，研究者蒐集量化與質性資料。量化研究工具於各主題教學前後實施，如環境知識測驗與單字測驗；而質性研究工具包含訪談、教學省思。
    經過資料分析，此研究獲得主要結果如下：就學科內容學習方面，將在地文化融入環境教育可以促進學生的相關背景知識，並且在英語情情境教室中實施該課程可以促進學生在情境中學習，並有效地幫助學生提升環境知識。就英語單字習得方面，實物、影像、科技輔助、實踐活動對於學生學習目標單字的能力有所助益。然而，從研究結果中也發現，教師在實施課程中可能面臨的挑戰。教師必須克服獨自教授英語知識與學科內容知識的重擔。
    最後，根據研究結果，研究者將對未來英語教師實施議題融入與情境學習於環境教育以及未來相關研究提出建議。

    The purpose of the present study is to investigate the influence of the implementation of the local culture curriculum in the English Scenario Classroom focusing on environmental and vocabulary knowledge. The participants were 20 sixth-graders who received an issue-integrated curriculum for nine weeks. To address the research questions, quantitative data (environmental and vocabulary knowledge pre- and posttests) and qualitative data (interviews and teaching reflections) were collected.
    The findings revealed that the integration of local culture into environmental education was effective in providing students with relevant background knowledge and implementing the curriculum in an English Scenario Classroom could facilitate learners’ situated learning. The issue-integrated curriculum was also effective in increasing the students’ environmental knowledge. Realia, images, technology, and hands-on activities helped students recognize the spoken forms and word meanings of the target vocabulary. The challenge faced by the teacher in implementing the curriculum was also identified; for instance, to impart content knowledge of a specific topic through the medium of English. Finally, the significance of issue-integrated curriculum in situated learning and possible avenues for further study are described.

    List of Tables xii List of Figures xiv Chapter 1 Introduction 1.1 Background 1 1.2 Purpose of the Study 2 1.3 Research Questions 3 1.4 Terminology 4 1.4.2 English Situated Learning 4 1.4.3 Local Culture Curriculum 5 Chapter 2 Literature Review 2.1 Environmental Education 7 2.1.1 Definition 7 2.1.2 Components of Environmental Education in Taiwan 8 2.1.3 Benefits and Disadvantages of Environmental Education for Learning 9 2.1.4 Empirical Studies 11 2.2 English Situated Learning 15 2.2.1 Definition 15 2.2.2 Benefits and Disadvantages of Situated Learning 17 2.2.3 Empirical Studies 18 2.3 Local Culture Curriculum 21 2.3.1 Definition 21 2.3.2 Benefits and Disadvantages of the Local Culture Curriculum in Learning 22 2.3.3 Empirical Studies 24 2.4 Conceptual Framework 26 Chapter 3 Methodology 3.1 Research Design 29 3.2 Participants and Setting 29 3.3 Data Collection 31 3.3.1 Environmental Knowledge Test 32 3.3.2 Vocabulary Knowledge Test 33 3.3.3 Interview 35 3.3.4 Teaching Reflection 37 3.4 Procedure 37 3.5 Data Analysis 39 3.5.1 Quantitative Data 40 3.5.2 Qualitative Data 40 3.6 Ethical Issues 42 Chapter 4 Results 4.1 Environmental Knowledge Test 45 4.2 Vocabulary Knowledge Test 56 4.2.1 Spoken Form 56 4.2.2 Written Form and Meaning 65 4.3 Correlation Between Environmental Knowledge and Vocabulary Knowledge Learning 72 Chapter 5 Discussion 5.1 Rich Exposure Enhanced Learners’ Environmental Knowledge 77 5.2 Integration of Local Culture into Environmental Education 79 5.3 Hands-on Activities Enhance Learners’ Vocabulary Knowledge of Forms and Meaning 80 5.4 Technology Enhances Learners’ Vocabulary Knowledge of Spoken Forms 81 5.5 The Challenge Faced by the Teacher in Environmental Education 82 Chapter 6 Conclusion 6.1 Summary of the Study 87 6.2 Significance of the Study 88 6.3 Limitations and Issues for Further Studies 89 References 93 Appendix A Lesson Plans 99 Appendix B Environmental Knowledge Test 107 Appendix C Vocabulary Test 113 Appendix D The Interview Questions 118 Appendix E Worksheet I 120 Appendix F Worksheet II 121 Appendix G Worksheet III- Write and match 122 Appendix H Worksheet VI- Write and match 123 Appendix I Worksheet V- Write and match 124 Appendix J Tables of Results in Chapter 4 125 Appendix K Consent Form 128

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