文化資產應用於英語課程教學之研究-以國小六年級學童為例

Abstract

本研究旨在探討文化資產應用於英語課程教學對於國小六年級學童之影響。以六年級國小學童為研究與教學對象，將社區文化資產與英語課程結合，讓學生在課程中培養十二年國教所提倡之核心素養。研究方法採行動研究法；教學課程設計期程為十八週，包含進行前測、教學、後測與個別深度訪談。\n\n本研究以英語課程為核心，文化資產為主題，探討學生在經過文化資產應用於英語教學課程後之影響，同時針對教師實踐此課程會遭遇的困境與挑戰進行剖析，提出兩項研究問題：(1)探討文化資產應用於英語課程教學對於國小六年級學童有何影響與效益？(2)探討教師實踐文化資產應用於英語課程教學之困難與挑戰為何？\n\n研究資料來源包含：(1)課程前後測之問卷；(2)學生課程後的半結構個人訪談；(3)學生學習成果(含小組任務、課堂海報、學生反饋)；(4)教師參與式觀察；以及(5)教學札記與省思。資料分析主要採質性方式；透過深入分析多元化的資料，以了解在文化資產融入英語課程教學後，學生的學習歷、課程對學生的影響，以及教師在研究過程中的心得與省思。\n本研究希冀承前啟後，發展出符應十二年國教素養導向與文化資產教育之課程。透過將文化資產融入於英語教學，讓學生的語言與領域科目學習有所正向影響，並培養其對家鄉的認同與共感。\n\n本研究結果如下：\n(一)學生對當地文化資產產生認同與認識，但未必深入\n(二) 將文化資產融入於英語課程，有助於學生提升學習興趣與知識\n(三)教師須根據回饋反思，對教學設計滾動式調整，以順應挑戰與困難\n關鍵字：文化資產、文化資產教育、文化資產融入英語課程

The study aims to explore the impact of applying cultural heritage to the English language curriculum for sixth grade students. Taking the sixth-grade elementary school children as the research and teaching objects, the community cultural heritage was combined with the English curriculum to cultivate the core literacies advocated by Curriculum Guidelines of 12-Year Basic Education. This research adopted action research method. The duration of the course was 18 weeks, including pre-testing, teaching, post-testing stages and individual in-depth interviews.\n\nTo explore the impact of students` experiences after applying cultural heritage in English courses, and to analyze the difficulties and challenges that teacher would encounter when practicing in this study, two research questions are raised: (1) What are the effects and benefits of applying cultural heritage to the English language curriculum for sixth grade students? (2) What are the difficulties and challenges for teacher to implement the English curriculum of cultural heritage integrated in it?\n\nThe research data source contains: (1) pre- and post-test questionnaires; (2) semi-structured personal interviews with students after the course; (3) student learning outcomes (including group tasks, classroom posters, and students’ feedback); (4) teacher participatory observations; and (5) teaching journals and reflections. The data analysis was mainly qualitative. Through in-depth analysis of diverse data, we were able to understand students` learning experiences, the impact of the curriculum on students, and teachers` insights and reflections during the research process after the integration of cultural heritage into English language instruction.\n\nThis study aims to develop a curriculum that is in line with Curriculum Guidelines of 12-Year Basic Education. Through the curriculum, students` language and subject learning would be positively influenced, and their sense of identity and communion with their homeland would be cultivated. The findings of the study are as follows: (1) Students’ sense of identity and communion with their homeland were cultivated, but not really in depth. (2) Integrating cultural heritage into the English curriculum helps students to enhance their learning interests and knowledge. (3) Teachers need to make rolling adjustments to their teaching design based on feedback and reflections in order to respond to challenges and difficulties.