Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/33444


Title: 高中英文教師閱讀教學信念及施行之個案研究
Authors: 古秀雲
Contributors: 尤雪瑛
古秀雲
Keywords: 教學信念
閱讀教學
Date: 2008
Issue Date: 2009-09-17 16:36:45 (UTC+8)
Abstract: 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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Description: 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
Source URI: http://thesis.lib.nccu.edu.tw/record/#G0094951010
Data Type: thesis
Appears in Collections:[英國語文學系] 學位論文

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