| Summary: | 碩士 === 國立臺灣海洋大學 === 教育研究所 === 101 === This paper aims to examine the use of picture book teaching by the teacher in the resource class for four second graders. The teacher attempts to improve students’ reading abilities and initiate discussion of the contents of picture books via co-reading of the teacher and students in order to inspire interesting questions and different thoughts. The teacher also adjusts the teaching contents according to students’ learning progress and modified curriculum maps.
This study adopts action research and pre-test, post-test, and a self-compiled evaluation questionnaire survey by the teacher, observation assistance provided by the teacher of the normal class, and interviews were conducted to understand the learning effectiveness of students. Conclusions are below:
1. When the teacher uses a curriculum map for teaching activity design, teaching focus will be quickly developed and expected result will be achieved.
2. The use of a curriculum map before picture book teaching allows the modification of teaching contents according to the students’ learning and the course map can also be adjusted accordingly.
3. Before teaching, students’ abilities were measured in the pre-test while during course teaching, repeated use of words was conducted to enable students to predict contents in reading objects and Chinese characters puzzles. Students were taught to follow sentence patterns to make their own sentences and discuss and present in the class. After teaching, students’ learning achievements were measured. The comparison of performance in the pre-test, during teaching, and in the post-test shows dramatic improvement of students in reading abilities, literacy levels, and reading interest.
The incorporation of a curriculum map into picture book teaching for the resource class benefited students and the teacher greatly. Suggestions proposed by the researcher are:
1. The use of a curriculum map for curriculum design and teaching saves time and promote links of teaching and learning. Teachers are suggested to use course map to design their courses and apply to course teaching.
2. The learning and mental retardation children have weaker reading abilities and when picture books are used for teaching, their learning interest and effectiveness can be enhanced.
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