2005-06-06 08:48:04clisland
省思雜記 2005/04/18
圖文歸納教學法 The Picture-Word Inductive Model (PWIM)
1.重點摘要
適用於語言學習，例如language course, pronunciation, spelling, reading和writing方面。施用的步驟如下：
a. Select a picture.
b. Have students identify what they see in the picture.
c. Label the picture parts identified.
d. Read/Review the picture-word chart.
e. Have students classify the words into a variety of groups.
f. Read/review the picture-word chart (say, spell and say)
g. Add words to the picture-word chart and to the word banks.
h. Have students think of a title for their picture-word chart.
i. Have students generate a sentence, sentences, or a paragraph directly related to their picture-word chart.
j. Read/review the sentences or paragraphs.
直接的教學效果：自我學習能力、語言習得知技巧、閱讀技巧、對讀與寫在概念上的控制。
間接的教學效果：寫作表達能力、成為有文化的閱讀者、合作學習的技巧。
2.對我的衝擊
PWIM是一種兼具趣味性及教育性的教學方法，尤其英文科教學的運用更為廣泛
，而我們這組也是依照這個教學法來作教學演練，雖然只是短短三十分鐘的演
練，卻花了我們不少時間討論。包括了圖的選擇、字彙的難度甚至到分組活動的
安排，都是要好好規劃的。而我覺得PWIM的實行是需要一整套完整的教學規
劃，因為除了讓學生從圖片當中學習生字，帶他們逐字逐字唸過 (還可以順便教
音標 )，讓他們分類，最後老師在運用這些生字引導出新的片語跟句子。如果要
認真執行每一項步驟，當然要花的時間不少，可是大多的老師還是被教學進度趕
著走，因此
3.日後的規劃
當我在教學時，我希望自己能把持住，不要因為趕進度就影響了教學品質。PWIM
是個有效的學習方法，藉由分組活動的方式，不但能讓同學都動起來，也能讓他
們加深映象，因為藉由討論的方式讓學生們自行觀察圖片裡面的每樣東西，不過
老師說了，圖文歸納的教學法不僅僅是要學生找出圖片中的東西，然後再歸納而
已，還要配合音標的教學，一個字一個字帶學生唸過，例如要a-p-p-l-e 迳apple
並且要學生跟著唸，加強記憶，單字之後就是片語的組合，接下來最後則是整個
句子，一步一步的帶學生架構，不過希望自己理想狀況是能這樣教英文啦，可是
我真的覺得似乎沒有辦法每一課都這樣來上，會耗費太多的時間，所以還是要配
合其他的教學法相輔相成。
4.其他研究資料
Choosing Pictures From Teacher Web
1. All about pictures
Pictures with rich content will provide more opportunities for language development. Try to select pictures your students can relate to.
2. Picture size
The larger pictures are better. Try to find pictures that are the size of posters. When you put the picture up on display and the name the objects, actions and emotions evoked by the picture, you want the children to be able to see them.
3. Preserving the picture
When you find a picture that has all of the right attributes for you class, you may want to get it laminated to use again with another group of children.
4. Picture background
When the picture is posted at eye level for the students, make sure you have left enough space around the picture to label the words the children generate. You will be drawing a line from the picture to the word labeled outside of the picture. Be sure to leave enough space to print the words. You may want to record the name of the student who offer the word directly beneath their word. This allows children who can’t read or comprehend a posted word to ask the person who offered the word for more detail.
5. Picture selection
Pictures can be found almost anywhere. Some of the best pictures, most closely related to your students’ interests are photographs. If these are of a good quality, they can be enlarged and laminated. Pictures can also be found on the Internet through a Search Engine. Refine your search to images of high definition, save them to your computer and then print them through a downloadable software program
1.重點摘要
適用於語言學習，例如language course, pronunciation, spelling, reading和writing方面。施用的步驟如下：
a. Select a picture.
b. Have students identify what they see in the picture.
c. Label the picture parts identified.
d. Read/Review the picture-word chart.
e. Have students classify the words into a variety of groups.
f. Read/review the picture-word chart (say, spell and say)
g. Add words to the picture-word chart and to the word banks.
h. Have students think of a title for their picture-word chart.
i. Have students generate a sentence, sentences, or a paragraph directly related to their picture-word chart.
j. Read/review the sentences or paragraphs.
直接的教學效果：自我學習能力、語言習得知技巧、閱讀技巧、對讀與寫在概念上的控制。
間接的教學效果：寫作表達能力、成為有文化的閱讀者、合作學習的技巧。
2.對我的衝擊
PWIM是一種兼具趣味性及教育性的教學方法，尤其英文科教學的運用更為廣泛
，而我們這組也是依照這個教學法來作教學演練，雖然只是短短三十分鐘的演
練，卻花了我們不少時間討論。包括了圖的選擇、字彙的難度甚至到分組活動的
安排，都是要好好規劃的。而我覺得PWIM的實行是需要一整套完整的教學規
劃，因為除了讓學生從圖片當中學習生字，帶他們逐字逐字唸過 (還可以順便教
音標 )，讓他們分類，最後老師在運用這些生字引導出新的片語跟句子。如果要
認真執行每一項步驟，當然要花的時間不少，可是大多的老師還是被教學進度趕
著走，因此
3.日後的規劃
當我在教學時，我希望自己能把持住，不要因為趕進度就影響了教學品質。PWIM
是個有效的學習方法，藉由分組活動的方式，不但能讓同學都動起來，也能讓他
們加深映象，因為藉由討論的方式讓學生們自行觀察圖片裡面的每樣東西，不過
老師說了，圖文歸納的教學法不僅僅是要學生找出圖片中的東西，然後再歸納而
已，還要配合音標的教學，一個字一個字帶學生唸過，例如要a-p-p-l-e 迳apple
並且要學生跟著唸，加強記憶，單字之後就是片語的組合，接下來最後則是整個
句子，一步一步的帶學生架構，不過希望自己理想狀況是能這樣教英文啦，可是
我真的覺得似乎沒有辦法每一課都這樣來上，會耗費太多的時間，所以還是要配
合其他的教學法相輔相成。
4.其他研究資料
Choosing Pictures From Teacher Web
1. All about pictures
Pictures with rich content will provide more opportunities for language development. Try to select pictures your students can relate to.
2. Picture size
The larger pictures are better. Try to find pictures that are the size of posters. When you put the picture up on display and the name the objects, actions and emotions evoked by the picture, you want the children to be able to see them.
3. Preserving the picture
When you find a picture that has all of the right attributes for you class, you may want to get it laminated to use again with another group of children.
4. Picture background
When the picture is posted at eye level for the students, make sure you have left enough space around the picture to label the words the children generate. You will be drawing a line from the picture to the word labeled outside of the picture. Be sure to leave enough space to print the words. You may want to record the name of the student who offer the word directly beneath their word. This allows children who can’t read or comprehend a posted word to ask the person who offered the word for more detail.
5. Picture selection
Pictures can be found almost anywhere. Some of the best pictures, most closely related to your students’ interests are photographs. If these are of a good quality, they can be enlarged and laminated. Pictures can also be found on the Internet through a Search Engine. Refine your search to images of high definition, save them to your computer and then print them through a downloadable software program