Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/94972


Title: 四技二專英文科測驗之演變與高職英文課程綱要之互動
A Study on the Development of the English Tests of the Technological and Vocational Education Joint College Entrance Examination (TVEE) and its Interaction with the Guidelines of the Vocational High School English Program (VHSEP)
Authors: 劉妃欽
Liu, Fei Chin
Contributors: 尤雪瑛
Yu, Hsueh Ying
劉妃欽
Liu, Fei Chin
Keywords: 四技二專英文科測驗
高職英文教學
高職英文教學課程綱要
the TVEE English test
Vocational High School English Program
the VHSEP curriculum guidelines
Interaction
Date: 2009
Issue Date: 2016-05-09 13:31:51 (UTC+8)
Abstract: 本研究旨在探討四技二專英文科測驗與高職英文課程綱要之互動,分別從以下三方面來探討: 一、四技二專英文試題的發展歷程。二、高職英文課程綱要在不同階段的特色。三、四技二專英文科試題與高職英文課程綱要之互動。
本研究採試題定性分析法,以分析81年至97年四技二專英文科試題及76、87、95年教育部所頒布之高職英文課程綱要,同時參考相關之測驗、教學研究論文,探討四技二專英文科測驗與高職英文課程綱要之互動。主要發現如下:
第一, 81-87年四技二專英文科測驗的重點在於僅測驗學生單項的語言知識,且偏重學生的記憶力而非綜合分析的能力,題幹也較少提供足夠的情境及線索供受試者參考。測驗的重點與課程綱要在某方面有相呼應之處,例如著重文法及單項的語言知識;閱讀測驗的取材雖多樣化,設計卻有不當之處;另外, 課程綱要雖重視聽說讀寫技巧, 但測驗僅能測出讀的能力。
第二,88-89 年試題轉變為漸漸著重整合式試題及語言的使用,例如,發音及拼字不再出現,且因課程綱要鼓勵老師使用溝通式教學法,所以測驗的特質亦略具溝通式語文學習,取材的內容著重與生活相關。當時的課程綱要亦有此特色。然聽、說、寫能力並沒有被測驗出來,題幹所提供的線索不足,文法測驗停留於單句的測驗,都是與課程綱要不符合之處。
第三,90-97年為試題產生最大變革的階段,90年教育部成立技專校院入學測驗中心,負責命題、建立題庫、分析試題、開發新題型等工作。因此90年度之後考試題型固定,溝通式語文教學及測驗目標確定,多為整合式題型,題幹有足夠的線索及情境,整體理解重於局部理解。例如:文法測驗併入克漏字測驗, 閱讀測驗需應用閱讀策略。此時的課程綱要著重後設認知理論,要學生培養有效的學習策略,測驗有反應此特色。但聽、說、寫能力並沒有被測驗出來,這違反課程綱要的目標。
此研究結果對於四技二專英文科測驗及高職英文教學有相當的啟示,是值得投注更多關注與研究的領域。
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Description: 碩士
國立政治大學
英語教學碩士在職專班
93951014
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0093951014
Data Type: thesis
Appears in Collections:[英語教學碩士在職專班] 學位論文

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