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Title: 探討高中老師對英文選修課態度信念之個案研究
Senior High School Teachers’ Beliefs and Practices in English Electives: A Case Study
Authors: 劉家慧
Liu, Chia Hui
Contributors: 余明忠
Yu, Ming Chung
Liu, Chia Hui
Keywords: 高中英文
senior high school English
curriculum revolution
Date: 2016
Issue Date: 2016-03-01 10:55:57 (UTC+8)
Abstract: 在臺灣的高中實施學生自選跑班式英文選修課向來並非易事。文獻中提到許多環境及個人之不利因素,且也少有老師實際參與這種課程。許多教育專家認為教師觀點有助於深入探索了解任何課程設計的各種面向,但現有文獻卻缺乏相關研究。因此,本研究旨在藉由追蹤一名高中教師首度教授一學期英文選修課的機會來探討教師對於英文選修課的看法與做法。本質性研究採用的研究方法包括三項定期訪談、課後訪談、教師反思紀錄、課堂觀察、以及文件蒐集。主要研究期間從100年9月到101年1月。藉由解碼、交叉比對、描述、以及解讀等資料分析方式,本研究之發現如下:(一)參與的教師認為學生自選的跑班式英文選修課整體而言對教師及學生都有益處,且的確有可行性;(二)在課堂教學以及班級經營應變策略的輔助之下,大部分課室內外各種不利實施英文選修課的因素都可被突破,教師也能夠順利在選修課上嘗試新的英文教學方式;(三)目前存在的困境包括學生本身選修意願不高,
The actual implementation of switch-classroom, student-chosen English electives had been a challenging task in most of the senior high schools in Taiwan. Although the existing literature has pointed out both contextual and personal barriers to such practices, there has been lack of teachers’ participation and related studies devoted to understanding these practitioners’ views which many educational experts believe can contribute to further and deeper understanding of the various aspects of curriculum design. Therefore, this research aims to explore English teachers’ views and practices in the implementation of English electives by focusing on a senior high school English teacher’s first-time experience of teaching an elective, News English, throughout a semester. The methods employed in this qualitative research include three periodical periodical interviews, post-class interviews, teacher’s reflective journals, class observation, and document collection. The main study spanned from September 2011 to January 2012. By coding, triangulation, description, and interpretation, the research had the following findings: (1) the teacher participant overall viewed English electives as a positive teaching and learning experience as well as a feasible practice in senior high school, (2) with adaptation strategies regarding English teaching and class management in place, most of the contextual and inside-classroom challenges could be smoothly tackled and new teaching possibilities be experimented with, and (3) the existing difficulties included students’ low motivation in choosing electives and other operational problems such as confusion in administrative work, assessment and grading, class interaction, and the impact of entrance examination. These findings generate more discussions on issues regarding teaching English in an elective, including how the teacher participant’s approval of the values of the elective and her need for professional enhanced her adaption to this new teaching scenario while she simultaneously faced dilemmas such as the impacts of changing circumstances in the implementation of electives and the balance between desire for change/growth and fear for increased workload. Other issues also deserving attention include whether the novel experience of teaching English in an elective rather than a required course can have longer and deeper impact, the possibility of an English elective in senior high school heading for content-driven instruction, and how teachers can deal with the ever-present influence of entrance examinations in an elective aimed to widen the scopes of teaching and learning English. The research then brings forward two suggestions: teachers expanding upon the alternative experience to explore more possibilities of teaching English and school administrations strengthening and incorporating all resources to help make the implementation of electives run more smoothly. It is also expected that more research can be devoted to further explore the impact of entrance examinations on implementing English electives in senior high school, and understand the learning needs of elective takers from students’ point of view.
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Data Type: thesis
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