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https://ah.lib.nccu.edu.tw/handle/140.119/59624| 題名: | 國中英語教師對區分性教學應用於國中普通班英語課室的教學信念與實踐之研究 A Study on Teachers` Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms |
作者: | 王如玉 Wang, Ru Yu |
貢獻者: | 余明忠 Yu, Ming Chung 王如玉 Wang, Ru Yu |
關鍵詞: | 區分性教學 信念 Differentiated instruction Beliefs |
日期: | 2012 | 上傳時間: | 2-九月-2013 | 摘要: | 本研究以問卷調查法，針對桃園縣公立國中的342位英語教師進行問卷發放，回收後的問卷透過描述性統計、獨立樣本T檢定、單因子變異數分析及相關係數進行統計分析。以瞭解英語教師對於區分性教學的信念與課室教學現況、區分性教學信念與教學行為之間的關連性、以及影響區分性教學信念與教學行為的背景因素為何。\r\n 根據統計結果顯示：大部分國中英語教師對於區分性教學抱持正向的信念，也會將區分性教學原則應用於英語教學。而雖然統計結果顯示教師尚未能將對區分性教學的信念完全實踐在課室教學中，但教師信念對於教學實踐具有正相關，因此教師若對區分性教學有較高的認同度，那麼教師對於對於區分性教學也會有更高的實踐度。此外，本研究也發現區分性教學的研習經驗，與閱讀相關文獻均可提升教師對於區分性教學的正向信念；而閱讀相關文獻及課室學生人數的多寡則會影響教師採用區分性教學的意願。最後，亦希望本研究結果能協助教師與相關教學單位提升普通班英語課室中區分性教學的實施。 This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices. \r\n The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary.\r\n The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms. |
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