| dc.contributor.advisor | 林伯英 | zh_TW |
| dc.contributor.advisor | Ling, Po-Ying | en_US |
| dc.contributor.author (Authors) | 李小蘭 | zh_TW |
| dc.contributor.author (Authors) | Lee, Hsiao-Lan | en_US |
| dc.creator (作者) | 李小蘭 | zh_TW |
| dc.creator (作者) | Lee, Hsiao-Lan | en_US |
| dc.date (日期) | 2001 | en_US |
| dc.date.accessioned | 18-Sep-2009 16:39:50 (UTC+8) | - |
| dc.date.available | 18-Sep-2009 16:39:50 (UTC+8) | - |
| dc.date.issued (上傳時間) | 18-Sep-2009 16:39:50 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G91NCCU0552012 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/35972 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學研究所 | zh_TW |
| dc.description (描述) | 90 | zh_TW |
| dc.description.abstract (摘要) | 九年一貫為近年台灣教育之一大改革，此九年一貫課程對英語教學影響至鉅。民國九十年九月起，英文首度成為國小五年級的正式課程，一些地區（如台北市）甚至將英語課程提前到小學三年級實施。再者，部編本教科書的廢除，使得教科書得以開放民間廠商編訂、出版。如此一來，在不同的區域的學生，可能在不同的年級開始學習不同的教科書，導致國中英語教師對於必須要面臨差異性極大的學至感到十分憂心。 本研究致力於發展一套九年一貫課程中設計英語教學活動之可行模式，並探索根據此模式所設計之英語教學活動是否能引起學生動機，加強溝通能力，強化英文能力，發展多元智慧，弭平學生問的差異性？並探討學生對於這樣的活動的反應如何？ 本研究採質性研究方式，研究對象為33名國申生研究者依所研究的模式設計出六個活動計劃，每一活動計劃中含數個小型活動，研究資料採集自兩份問卷，經常性的訪談、學習單、回饋單及自評互評表，再加以分析整理出研究結果。結果發現這些活動皆能引起學生的學習動機與興趣，學生的反應也很正面。 本研究結果、與所設計之教學活動可供九年一貫課程之國中英語教師採用與參考。 | zh_TW |
| dc.description.abstract (摘要) | The 9-Year Consecutive Curriculum is a big educational reform in Taiwan. It has had great impact on the English teaching since it was effective. In September 2001, English for the first time began to be a required course at fifth grade level in primary school. Some districts such as Taipei City even introduce English learning at third grade level. With the elimination of "king- version" textbooks, private publishers were allowed to edit English textbooks. The students in different districts might be taught with different textbooks at different grade levels. The English teachers injunior high schools are worried that they have to encounter highly diverse students. The present research aims to find a feasible format for English teachers to design teaching activities in the 9-Year Consecutive Curriculum. The researcher also probes whether such activities help motivate students, enhance communicative competence, strengthen English proficiency, develop different intelligences, and bridge the diversity. And what are the students` responses toward such activities? The subjects included in this research were 33 students injunior high school. The researcher designed the activities in terms of six projects based on the format. Qualitative research method was used on this research. Data from two questionnaires, frequent interviews, worksheets, written feedback, and evaluation forms were collected and analyzed to assess the effects of the activities on the students. The findings indicated the activities were motivating to the students. The activities and the results might be of great reference value to junior high English teachers in 9-Year Consecutive Curriculum in Taiwan. | en_US |
| dc.description.tableofcontents | CHAPTER 1 INTRODUCTION AND MOTIVATION-----1 1.1 The 9-Year Consecutive Curriculum-----2 1.2 Research Question-----4 CHAPTER 2 LITERATURE REVIEW-----6 2.1 Communicative Approach-----6 2.2 Learning Strategy Training-----8 2.3 Cooperative Learning-----9 2.4 Multiple Intelligences Theory-----12 2.5 Assumption-----13 CHAPTER 3 RESEARCH DESIGN ANDPROCEDURE-----15 3.1 Research Design-----15 3.2 The Subjects and theGroupmg-----19 3.3 Time Distribution and Allocation-----19 3.4 The Procedure-----19 3.4.1 Project 1 Fun with English at the TAS Fair-----19 3.4.1.1 Rationale-----19 3.4.1.2 The Incorporation of Language Skills in Project 1-----20 3.4.1.3 The Accommodation of Multiple Intelligences in Project 1-----22 3.4.1.4 The Integration of Learning Strategy Training-----23 3.4.1.5 The Procedure of Project 1-----24 3.4.1.5.1 Activity 1 Map TAS-----24 3.4.1.5.2 Activity 2 At the TAS Fair-----25 3.4.1.5.3 Activity 3 Fun with Talking to Foreigners-----26 3.4.1.5.4 Activity 4What Happened at the TAS Fair-----26 3.4.2 Project 2 Fun with Weather Forecast-----27 3.4.2.1 Description-----27 3.4.2.2 Incorporation of Language Skills in Project 2-----28 3.4.2.3 The Accommodation of Multiple Intelligences in Project 2-----30 3.4.2.4 The Integration of Learning Strategy Training in Project 2-----31 3.4.2.5 The Procedure of Project 2-----32 3.4.2.5.1 Activity 1 How Is the Weather (1)-----32 3.4.2.5.2 Activity 2 How Is the Weather? (2)-----33 3.4.2.5.3 Activity 3 Making Up a Weather Report-----34 3.4.2.5.4 Activity 4 Weather Forecasting-----34 3.4.3 Project 3 Fun with English at the Christmas Party-----35 3.4.3.1 Description-----35 3.4.3.2 The Incorporation of Language Skills in Project 4-----35 3.4.3.3 The Accommodation of Multiple Intelligences in Project 3-----38 3.4.3.4 The Integration of Learning Strategy Training in Project 3-----39 3.4.3.5 The Procedure of Project 3-----40 3.4.3.5.1 Activity 1 What Are So Special about Thanksgiving, Christmas, and New Year?-----40 3.4.3.5.2 Activity 2 Playing Thanksgiving Games-----41 3.4.3.5.3 Activity 3At The Christmas Party-----42 3.4.3.5.4 Activity 4 Making New Year Resolution-----43 3.4.4 Project 4 Fun with English Songs-----44 3.4.4.1 Description-----44 3.4.4.2 The Incorporation of Language Skills in Project 4-----44 3.4.4.3 The Accommodation of Multiple Intelligences in Project 4-----46 3.4.4.4 The Integration of Learning Strategy Training in Project 4-----47 3.4.4.5 The Procedure of Project 4-----48 3.4.4.5.1 Activity 1 The Song Vincent(1)-----48 3.4.4.5.2 Activity 2 The Song Vincent (2)-----49 3.4.4.5.3 Activity 3 Fun with Singling English Songs-----50 3.4.5 Project 5 Fun with English in the Caves Bookstore-----51 3.4.5.1 Description-----51 3.4.5.2 The Incorporation of Language Skills in Project 5-----51 3.4.5.3 The Accommodation of Multiple Intelligences in Project 5-----54 3.4.5.4 The Integration of Learning Strategy Training in Project 5-----55 3.4.5.5 The Procedure of Project 5-----56 3.4.5.5.1 Map the Caves Bookstore-----56 3.4.5.5.2 Activity 1 Map the Caves Bookstore-----57 3.4.5.5.3 Activity 2 Shopping for Books in the Caves Bookstore-----57 3.4.5.5.4 Activity 3 The Book Expo-----58 3.4.6 Project 6 Fun with English in the Kitchen-----59 3.4.6.1 Description-----59 3.4.6.2 The Incorporation of Language Skills in Project 6-----60 3.4.6.3 The Accommodation of Multiple Intelligences in Project 6-----64 3.4.6.4 The Integration of Learning Strategy Training in Project 6-----65 3.4.6.5 The Procedure of Project 6-----66 3.4.6.5.1 Activity 1 Fun with Finding English Recipes on the Internet-----66 3.4.6.5.2 Activity 2 Fun with Decoding the Recipes-----68 3.4.6.5.3 Activity 3 Fun with Making Brunches-----69 3.4.6.5.4 Activity 4 Fun with Making Desserts-----71 3.4.6.5.5 Activity 5 Fun with Cooking in the Kitchen-----72 3.4.6.5.6 Activity 6 Fun with Learning Table Setting and Table Manners-----74 3.5 Evaluation-----75 CHAPTER 4 RESULTS AND DISCUSSION-----81 4.1 Students` Attitude toward English and English classes-----81 4.2 Students` Attitude toward Extra-curricular English Materials-----82 4.3 Students` Learning Attitude in English Classes-----84 4.4 Main Reasons for Learning English-----85 4.5 Students` Attitude toward Group Work-----86 4.6 Students` Autonomy in Learning-----88 4.7 Students` Response to the Projects----88 4.8 Students` Development in Multiple Intelligences-----91 4.9 Conclusion-----91 CHAPTER 5 IMPLICATION-----94 REFERENCES-----99 APPENDICES-----103 Appendix 1.1 Photo-pictures of Project 1-----103 Appendix 1.2 Transcription for one of the interviews at TAS-----104 Appendix 1.3 Summaries of the interviews-----105 Appendix 1.4 Description of the process of the interviews at TAS Fair-----106 Appendix 1.5 Model of the Worksheet for Project 1-----107 Appendix 1.6 Worksheet for Project 1-----108 Appendix 1.7 Model of the Worksheet for Project 1-----109 Appendix 1.8 Model of the Worksheet for Project 1-----110 Appendix 1.9 Model of the Worksheet for Project 1-----111 Appendix 2.1 Photo pictures of Project 2-----112 Appendix 2.2 A handout given by a group in Project 2-----113 Appendix 3.1 Photo pictures of Project 3-----114 Appendix 3.2 Photo pictures of Project 3-----115 Appendix 3.3 A hand out given by a group in Project 3-----116 Appendix 3.4 A handout given by a group in Project 3----117 Appendix 4.1 A handout made by the students in Project 4-----118 Appendix 4.2 A handout made by the students in Project 4-----119 Appendix 4.2 A handout made by the students in Project 4-----120 Appendix 4.5 Written feedback about Project 4-----121 Appendix 4.6 Written feedback for Project 4-----122 Appendix 5.1 An introduction of the book written by the students in Project 5-----123 Appendix 5.2 An introduction of the book bought from the Caves Bookstore in Project 5-----124 Appendix 5.3 An introduction of the book bought from the Caves Bookstore Project 5-----125 Appendix 5.3 An introduction of the book bought from the Caves Bookstore in Project 5-----126 Appendix 5.4 An introduction of the book bought from the Caves Bookstore in Project 5-----127 Appendix 5.5 An introduction of the book bought from the Caves Bookstore in Project 5-----128 Appendix 6.1 Photo picture of Fun with Decoding with a Dictionary-----129 Appendix 6.2 Photo pictures of Fun with Making Brunches-----130 Appendix 6.3 Photo pictures of Fun with Making Desserts-----131 Appendix 6.4 Pictures of Fun with Cooking in the Kitchen-----132 Appendix 6.5 Photo pictures of Fun with Cooking in the Kitchen-----.133 Appendix 6.6 Worksheet for Fun with Finding Recipes on the Internet-----134 Appendix 6.7 A brunch recipe found on the internet-----135 Appendix 6.8 Worksheet for Decoding Recipes with a Dictionary-----136 Appendix 6.9 Worksheet for Fun with Making Brunches-----137 Appendix 6.10 A hand out given by a group in Fun with Making Brunches-----138 Appendix 6.11 A dessert recipe found on .the internet-----139 Appendix 6.12 Worksheet for Fun with Making Desserts-----140 Appendix 6.13 Worksheet for Fun with Making Desserts----141 Appendix 6.14 A sample of the evaluation form-----142 Appendix 6.17 Written feedback for Project 6 Fun with English in the Kitchen-----143 Appendix 6.18 Written feedback for Project 6 Fun with English in the Kitchen-----144 Appendix 6.19 Written feedback for Project 6 Fun with English in the Kitchen-----145 Appendix 7.1 Entry of diary in English-----146 Appendix 7.2 Entry of diary in English-----147 LIST OF TABLES Table 3.1 The Calendar of the Seven Projects-----15 Table 3.2 The English Learning Background of the Subjects in September 2001-----16 Table 3.3 Sample of Group Construction-----18 Table 3.4 The Incorporation of Language Skills into Project 1-----20 Table 3.5 The Incorporation of Language Skills into Project 2-----28 Table 3.6 The Incorporation of Language Skills in Project 3-----35 Table 3.7 The Incorporation of Language Skills in Project 4-----44 Table 3.8 The Incorporation of Language Skills in Project 5-----51 Table 3.9 The Incorporation of Language Skills in Project 6-----60 Table 4.1 Students` Attitude toward English-----81 Table 4.2 Students` Attitude toward English Classes-----82 Table 4.3 Students` Attitude toward Extra-curricular English Materials-----83 Table 4.4 Students` Learning Attitudes in English Classes-----84 Table 4.5 Main Reasons for Learning English-----85 Table 4.6 Students` Attitude toward Group Work-----86 Table 4.7 Students` Attitude toward English Learning-----88 Table 4.8 Students` Response to the Projects-----89 Table 4.9 Reasons Why the Students Like the Projects-----89 TABLE OF FIGURES Figure 3.1 The Accommodation of Multiple Intelligences in Project 1-----22 Figure 3.2 The Integration of Learning Strategy Training in Project 1-----23 Figure 3.3 The Flow Chart of Project 1-----24 Figure 3.4 The Accommodation of Multiple Intelligences of Project 2-----30 Figure 3.5 The Integration of Learning Strategy Training in Project 2-----31 Figure 3.6 The Flow Chart of Project 2-----32 Figure 3.7 The Accommodation of Multiple Intelligences in Project 3-----38 Figure 3.7 The Integration of Learning Strategy Training in Project 3-----39 Figure 3.9 The Flow Chart of Project 3-----40 Figure 3.10 The Accommodation of Multiple Intelligences in Project 4-----46 Figure 3.11 The Integration of Learning Strategy Training in Project 4-----47 Figure 3.12 The Flow Chart of Project 4-----48 Figure 3.13 The Accommodation of Multiple Intelligences in Project 5-----54 Figure 3.14 The Integration of Learning Strategies in Project 5-----55 Figure 3.15 The Flow Chart of Project 5-----56 Figure 3.16 The Accommodation ofMulti Intelligences in Project 6-----64 Figure 3.17 The Integration of Learning Strategy Training in Project 6-----65 Figure 3.18 The Flowchart of Project 6-----66 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G91NCCU0552012 | en_US |
| dc.title (題名) | 九年一貫國中英語教學活動設計之研究 | zh_TW |
| dc.title (題名) | Teaching diverse English proficiency in junior high: designing activities with the spirit of 9-year consecutive curriculum | en_US |
| dc.type (資料類型) | thesis | en |
