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題名 高中英文教師閱讀教學信念及施行之個案研究
作者 古秀雲
貢獻者 尤雪瑛
古秀雲
關鍵詞 教學信念
閱讀教學
日期 2008
上傳時間 17-Sep-2009 16:36:45 (UTC+8)
摘要 近來，教育體制的改革對英文教師的教學信念造成或多或少的影響，教師的實際教學是否因此改變值得探討。高中英文以培養讀寫能力為主，而閱讀能力又重於寫作能力，由學測、指考英文試題可見一斑。
     為探究高中英文教師之閱讀教學信念及實際教學之相關性，本研究採用多重的研究方法，包含問卷、訪談及課堂觀察。研究分為兩階段，第一階段邀十七位高中英文教師填寫問卷，並依問卷結果選出兩位為研究對象，分別代表支持讀者為中心(reader-based)及雙向式(interactive)信念的老師。第二階段訪談這兩位教師並分別進行三堂及九堂課堂觀察；訪談內容分析後進行分類。課堂觀察則依觀察表記錄並分類，以比較教師信念和教學之相關性。
     第一階段的問卷與第二階段的訪談及課堂觀察結果顯示：教師信念及實際教學呈現不一致。問卷顯示兩位教師的信念分別為讀者為中心(reader-based)及雙向式(interactive)，訪談的結果也證實如此。然而，課堂觀察結果顯示兩位教師的實際教學傾向以文本為中心(text-based)。本研究進而探討可能造成信念及實際教學不一致之因素，從課後訪談中發現主要原因有：學生素質、教材內容、授課進度、學校考試及教師本身，並於文末提出在教學信念與實際教學間取得平衡的建議。
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描述 碩士
國立政治大學
英國語文學系英語教學碩士在職專班
94951010
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0094951010
資料類型 thesis
dc.contributor.advisor 尤雪瑛zh_TW
dc.contributor.author (Authors) 古秀雲zh_TW
dc.creator (作者) 古秀雲zh_TW
dc.date (日期) 2008en_US
dc.date.accessioned 17-Sep-2009 16:36:45 (UTC+8)-
dc.date.available 17-Sep-2009 16:36:45 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:36:45 (UTC+8)-
dc.identifier (Other Identifiers) G0094951010en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33444-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學系英語教學碩士在職專班zh_TW
dc.description (描述) 94951010zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 近來，教育體制的改革對英文教師的教學信念造成或多或少的影響，教師的實際教學是否因此改變值得探討。高中英文以培養讀寫能力為主，而閱讀能力又重於寫作能力，由學測、指考英文試題可見一斑。
     為探究高中英文教師之閱讀教學信念及實際教學之相關性，本研究採用多重的研究方法，包含問卷、訪談及課堂觀察。研究分為兩階段，第一階段邀十七位高中英文教師填寫問卷，並依問卷結果選出兩位為研究對象，分別代表支持讀者為中心(reader-based)及雙向式(interactive)信念的老師。第二階段訪談這兩位教師並分別進行三堂及九堂課堂觀察；訪談內容分析後進行分類。課堂觀察則依觀察表記錄並分類，以比較教師信念和教學之相關性。
     第一階段的問卷與第二階段的訪談及課堂觀察結果顯示：教師信念及實際教學呈現不一致。問卷顯示兩位教師的信念分別為讀者為中心(reader-based)及雙向式(interactive)，訪談的結果也證實如此。然而，課堂觀察結果顯示兩位教師的實際教學傾向以文本為中心(text-based)。本研究進而探討可能造成信念及實際教學不一致之因素，從課後訪談中發現主要原因有：學生素質、教材內容、授課進度、學校考試及教師本身，並於文末提出在教學信念與實際教學間取得平衡的建議。		zh_TW
dc.description.tableofcontents Acknowledgments…………………………………………………………… iv
     Chinese Abstract………………………………………………………… vii
     English Abstract………………………………………………………… viii
     Chapter One: Introduction………………………………………………………. 1
     Background of the Study…………………………………………… 1
     Purpose of the Study………………………………………………… 3
     Significance of the study…………………………………………… 4
     Research Questions……………………………………………………… 5
     Chapter Two: Literature Review…………………………………… 6
     Approaches to Reading Instruction………………………………. 6
     Text-based Approach………………………………………………….. 7
     Reader-based Approach……………………………………………….. 8
     Interactive Approach………………………………………………….. 10
     Teachers’ Beliefs………………………………………………………. 11
     Teachers’ Beliefs and Practices in Reading Instruction…13
     Research on Teachers’ Beliefs and Practices in Reading Instruction.............................................13
     Factors Related to the Inconsistency between Teachers’ Beliefs and Practices in Reading Instruction.......... 15
     Research on Teachers’ Beliefs and Practices in Reading Instruction in Taiwan ………………………………………. 16
     Chapter Three: Methodology…………………………………………………….. 20
     Pilot Study…………………………………………………………………… 20
     Major Study………………………………………………………………….. 21
     Participants……………………………………………………………... 21
     Instruments……………………………………………………………... 23
     The Questionnaire………………………………………………... 23
     Open-ended Interviews…………………………………………... 25
     Classroom Observations…………………………..……………... 26
     Procedures…………………………………………………………….... 30
     Chapter Four: Results and Discussions…………………………………………... 33
     The Questionnaire…………………………………………………………... 33
     Open-ended Interviews……………………………………………………… 41
     Classroom Observations……………………………………………………... 47
     The Results of Teacher A’s Classroom Observations………………….... 49
     The Results of Teacher B’s Classroom Observations…………………… 51
     Relationship between Teachers’ Beliefs and Practices………………………. 53
     Factors Related to the Inconsistency between Teachers’ Beliefs and Practices 54
     Students…………………………………………………………………. 54
     Teaching Materials……………………………………………………… 55
     Schedules……………………………………………………………….. 56
     Examinations…………………………………………………………… 57
     Teachers………………………………………………………………… 58
     Chapter Five: Conclusion…………………………………………………………. 60
     Summary of the Results……………………………………………………… 60
     Implications of the Study…………………………………………………….. 64
     Limitations of the Study……………………………………………………... 65
     Suggestions for Future Studies………………………………………………. 67
     Suggestions for Senior High School English Teachers……………………… 68
     References………………………………………………………………………… 71
     Appendixes……………………………………………………………………….. 82
     A. The Questionnaire (Chinese Version)……………………………………. 82
     B. Interview Guide before Observations (Chinese Version)………………… 84
     C. Checklist for Classroom Observation……………………………………. 85
     D. Results of the Questionnaire…………………………………………….. 86
     E. Scores of the Questionnaire……………………………………………… 87
     F. A Coding Sample of the Interview……………………………………….. 88
     G. A Sample Lesson of the Textbook Published by Lungteng Cultural Co., Ltd.90
     H. A Sample Lesson of the Textbook Published by San Min Book Co., Ltd 99
     I. A Sample Handout Used by Teacher A…………………………………… 107
     J. A Sample Handout Used by Teacher B…………………………………... 108
     K. Classroom Activities…………………………………………………….. 109		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0094951010en_US
dc.subject (關鍵詞) 教學信念zh_TW
dc.subject (關鍵詞) 閱讀教學zh_TW
dc.title (題名) 高中英文教師閱讀教學信念及施行之個案研究zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.zh_TW
dc.relation.reference (參考文獻) Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex Publishing Corporation.zh_TW
dc.relation.reference (參考文獻) Blanton, W. E., & Moorman, G. B. (1987). The effects of knowledge on the instructional behavior of classroom reading teachers (Research Report No. 7). Boone, NC: Appalachian State University, Center on Excellence in Teacher Education.zh_TW
dc.relation.reference (參考文獻) Brophy, J. E., & Good, T. L. (1974). Teacher student relationship: Causes and consequences. New York: Holt, Rinehart & Winston.zh_TW
dc.relation.reference (參考文獻) Brown, D. F., & Rose, T. D. (1995). Self-reported classroom impact of teachers’ theories about learning and obstacles to implementation. Action in Teacher Education, 17 (1), 20-29.zh_TW
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