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題名 台灣補習教育經驗之研究
A Study of Cram School Experience in Taiwan作者 欣怡
Gourrier, Rebecca貢獻者 周祝瑛
Chou, Chuing Prudence
欣怡
Rebecca Gourrier關鍵詞 家庭教師
補習班英語教學
補習班經驗
文化現象
教學方法
台灣
private tutoring
English learning in cram school
cram school experience
cultural phenomenon
teaching methods
Taiwan日期 2016 上傳時間 7-十二月-2016 10:51:37 (UTC+8) 摘要 一國如在教育上過度強調以學業為導向，就會出現具有雙刃劍角色的補習現象通常會，一方面幫助學生在學術能力測驗中取得高成就，另一方面限制了學生的創造性發展。部分學生因為在普通學校中無法取得足夠的知識和技能，故而轉向補習班為測驗做準備。尤其在英語科目成為主要考核科目之後，補習班的項目也因此更加多元。本研究旨在關注台灣補習教育何以在1990年代教改之後，依然擴張的現況，補習班如何從日常學習的補充角色，轉向台灣中學生教育中的必要部分。研究者針對補習班英語教學方法進行探討，透過對補習班經營者、教師和補習學生進行深度訪談，來瞭解他們的相關經驗。研究結果發現，補習班經營者意透多元與另類等途徑，聘請英語教師，來提升教學的創意。至於教師的訪談發現，英語教師通過嘗試新的教學方法來幫助學生在學業方面取得更好的成績，但是這種方式存在一定的局限性。本研究印一步發現補習班教師包括來自英語國家的和非英語國家，即使某些補習班老師並未取得教師資格證書，但在學生看來比一般學校的英語任課老師更加優秀。值得注意的是，大多數學生認為補習班的教學方法與一般學校相差無幾，但是學生滿意度明顯高於主流學校英語教師。本研究進一步確認補習班因商業利益等考量，許多訊息備受保密，使得研究者難以獲得一套完整的教學方法和學生經驗。
In an academically oriented nation, there is a realization that attending a cram school can be double-edged, as they often offer great outcomes in students’ academic achievements especially with their test scores but they can also limit students’ creative development. Unable to obtain sufficient knowledge and skills for tests in mainstream schools, students have commonly turned to cram schools for examination preparation. Educational reforms enforcing English as a main examination subject greatly diversified the possibilities for tutoring and in fact helped cram schools’ diversification. The study focuses on the phenomenon of the influx of cram schools, and how it’s no longer a supplement, but instead a necessity of a secondary student’s education in Taiwan. This study starts with investigating the cram school phenomenon, as well as to discuss the teaching methods used in English classes. Finally, data has been collected through in-depth interviews among cram school owners, teachers and former attendees to look at their experience in cram school . The results of the study shows that the cram school owners approved the necessity to enhance creative teaching through alternative methods so as hiring teachers with supplementary talents. The teacher interviews revealed that trying new approaches to teaching have helped students achieve better outcomes academically, but sometimes only to a certain extent that is why cram schools can be double-edged. The paradox of this study is the cram school teachers’ qualifications for both native and English speakers. In fact, even though they may not have any teaching qualifications, cram school teachers are described by students as being better teachers compared to the ones in regular school. Significantly, the study discovered that a majority of students find cram school teaching methods in general so as the overall experience to be more satisfactory than with mainstream school The study finally showed that gaining information about cram schooling can be difficult as there is some secrecy surrounding it. This prevented the researcher from gaining a complete picture of cram school teaching methods and students’ experience.參考文獻 Aurén, H. & Joshi, D. (2016). Teaching the World that Less is More: global education testing and the Finnish national brand. In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 64-77). United Kingdom: Symposium Books. Balwanz, D. (2016). The Discursive Hold of the Matric: is there space for a new vision for secondary education in South Africa? In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 270-276). United Kingdom: Symposium Books.Bokova I. (2015). The World Education Forum To Education 2030. Podcast retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/education-2030-framework-for-action/Bray, M. & Kwo O. (2014). Regulating Private Tutoring for Public Good. Policy Options for Supplementary Education in Asia. Hong Kong: Comparative Education Research Center (CERC).Bray, M. (2003). Adverse Effects of Private Supplementary Tutoring : Dimensions, implications and government responses. UNESCO. Retrieved fromhttp://unesdoc.unesco.org/images/0013/001330/133039e.pdfBush, T. (2007). Educational leadership and management: theory, policy, and practice. Retrieved fromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.729.7350&rep=rep1&type=pdfChang, Y. H. & Yi, C. C. (2004). Cram schooling and Academic Achievement. Academia Sinica. Retrieved from http://www.typ.sinica.edu.tw/upfiles/2004_Ying-Hwa%20Chang.pdfChang, W. (1994). After-School Schooling. Taiwan Today. Retrieved from http://www.taiwantoday.tw/ct.asp?xItem=99555&ctNode=2198&mp=9Chen, H. & Fan, H. H. (2014). Education in Taiwan: The Vision and Goals of the 12-Year Curriculum. Retrieved from https://www.brookings.edu/opinions/education-in-taiwan-the-vision-and-goals-of-the-12-year-curriculum/Chen, S. Y. & Lu, L. (2009). After school Time Use in Taiwan: effects on educational achievement and well-being.Chou, C. P. & Ching, G. (2012). Taiwan Education at the Crossroad: When Globalization meets localization. US: Palgrave Macmillan.Chou, C. P. (2014). A matter of trust: shadow education in Taiwan. Revue Internationale d’éducation de Sèvres. Retrieved from https://ries.revues.org/3800Chou, C. & Ho, A. (2007). “Schooling in Taiwan”. Going to School in East Asia, 15 ; 344-371. Courtenay, M. J. (2013). Culture & Competition. A study of Supplementary Education in Taiwan. Durham thesis, Durham University. Retrieved fromhttp://etheses.dur.ac.uk/6906/Entrance exam reform stirs controversy (1992). Taiwan Info. Retrieved from http://taiwaninfo.nat.gov.tw/ct.asp?xItem=75519&ctNode=103Entwistle, N. & Ramsden, P. (2015). Understanding Students Learning, Preface. Routledge Revivals. Elrich, S. H. (2003). Experience-What is it? (pp. 1126). Int J Psychology. Goh, S. C. & Khine M. S. (2002). Creating Positive Learning Environments in Taiwan. Studies in Educational Learning Environments, an International Perspective (pp. 225-227). Singapore : World Scientific Publishing Co. Pt. Ltd.Hammond, J. R. (2013). Cram schools in Taiwan and the Counterproductive ‘No Chinese Rule.’ Retrieved from http://www.jeremyrhammond.com/2013/03/05/cram-schools-in-taiwan-and-the-counterproductive-no-chinese-rule/Hsieh, J. S. (2001). The effect of Cramming Schools on Students’ Mathematics Achievement. Journal of National Taipei Teachers College, Vol. XIV (pp. 313-338).Hsu, S. C. (2006). Children of Working Parents. Retrieved fromhttp://ir.lib.tiit.edu.tw/bitstream/987654321/152/1/Children+of+Working+Parents.pdfIs it twilight for cram schools? The Japan Times (2014). Retrieved from http://www.japantimes.co.jp/opinion/2014/08/30/editorials/twilight-cram schools/#.Vt5rAJPhDq1Kao, H. H. (2010). Investigating the effects of implementing online tutoring in an English afterschool program. Retrieved fromhttp://www.sciencedirect.com/science/article/pii/S1877042810004490Kim, K. J. & Bonk, C. J. (2006). Educause Quarterly. The Future of Online Teaching and Learning in Higher Education (pp. 22-29). Retrieved from https://net.educause.edu/ir/library/pdf/EQM0644.pdfKo, S. & Yeh, L. (2002). English to be made official. The Taipei Times. Retrieved from http://www.taipeitimes.com/News/taiwan/archives/2002/05/01/0000134069Koh, A. (2014). The “magic” of tutorial centres in Hong Kong: An analysis of media marketing and pedagogy in a tutorial centre. Singapore: Springer. Retrieved from https://www.academia.edu/9050604/The_magic_of_tutorial_centres_in_Hong_Kong_An_analysis_of_media_marketing_and_pedagogy_in_a_tutorial_centreKrashen, S. (2003). Dealing with English Fever. In Selected Papers from the Twelfth International Symposium on English Teaching. English teachers’ Association/ROC, Taipei: Crane Publishing Company pp. 100-108.Language Professionals of Taiwan, My Website. Retrieved fromhttp://myu.com.tw/recommended_teachers.php?lang=en&PHPSESSID=pfbq4k811mcit621b8e5uiqba3Lee, J. Migdley, J & Zhu, Y. (2014). Social Policy and Change in East Asia. Gender, Social security and Citizenship (pp. 53-55). Liu, J. (2012). An Overview of Student Achievement and the Related Factors in Taiwan. In Hattie, J. & Anderman, E. M. (Ed.) the International Guide to Student Achievement (pp. 490-492). Routledge.Liu, J. (2011). Does cram school matter? Who goes to cram schools? Evidence from Taiwan. International Journal of Educational Development. Elsevier.Mok, K. H. (2006). Taiwan’s Response to Globalization: Changing Governance in Higher Education. Education Reform and Education Policy in East Asia (pp. 38-40 & 152-159).More public, less private education is needed. The China Post (2016). Retrieved fromhttp://www.chinapost.com.tw/editorial/taiwan-issues/2016/07/07/471440/More-public.htmNew Zealand Council Educational Research (NZCER, 2015). Shifting to 21st Century Thinking in education and learning: The Knowledge Age. Retrieved from http://www.shiftingthinking.org/?page_id=58Orkodashvili, M. (2016). How Much Stakes For Tests? Public Schooling, Private Tutoring and Equilibrium. In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 215-218). United Kingdom: Symposium Books.Park, H. (2013). Are high-test scores of Japanese and Korean students due to “shadow education”? In Re-Evaluating Education in Japan and Korea: Demystifying the Stereotype (pp. 65-92). US & Canada: Routledge.Peng, M. (2004). MOE English-teaching policy sparks storm of controversy. Taiwan Info. Retrieved from http://taiwaninfo.nat.gov.tw/ct.asp?xItem=20539&ctNode=103Potaka, E. & Yeh, B. (2011). Book Dragons: Inside Taiwan’s cram schools. The Taipei Times. Retrieved from http://www.taipeitimes.com/News/taiwan/archives/2011/06/08/2003505264Richardson, H. (2015). Chinese schools young ‘robbing young of individuality. Retrieved from http://www.bbc.com/news/education-34605430Roesgaard, M. H. (2006). Japanese Education and the Cram School Business: Functions, Challenges and Perspectives of the Juku. Denmark: NIAS Press.Sadi, O. (2015). The Analysis of High School Students’ Conceptions of Learning in Different Domains. International Journal Of Environmental & Science Education, 10 (pp. 814-815). Smith, W. C. (2016). An Introduction to the Global Testing Culture. In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 7-11). United Kingdom: Symposium Books.Steynmayr, R. Meibner, A. Weidinger, A. F. & Wirthwein, L. (2014). Academic achievement. The Oxford Bibliographies, introduction. Retrieved fromhttp://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xmlStudent learning, Student achievement: How do teachers measure up? NBPTS. Retrieved from http://www.nbpts.org/sites/default/files/documents/research/NBPTS_Student%20Learning%20Student%20Achievement%20(2).pdfThe Ministry of Education’s Bulletin. A Newly Revised Refund Standard for Short-Term Cram School Programs (2016). Retrieved from http://english.moe.gov.tw/ct.asp?xItem=7732&ctNode=517&mp=1The Ministry of Education. Developing 21st Century Competences for our Next Generation. A White paper on International education for primary and secondary schools (2014). Retrieved fromhttp://english.moe.gov.tw/ct.asp?xItem=14915&ctNode=11411&mp=1The Ministry of Education. Enrolment rates of School. Educational Statistical Indicators (2015). Retrieved fromhttp://english.moe.gov.tw/ct.asp?xItem=14504&CtNode=11430&mp=1The Ministry of Education. Education in Taiwan 2013-2014, pp. 9. Retrieved fromhttps://stats.moe.gov.tw/files/ebook/Education_in_Taiwan/2013-2014_Education_in_Taiwan.pdfThe Ministry of Education. Education in Taiwan 2014-2015: Youth development Affairs, pp. 45. Retrieved from https://stats.moe.gov.tw/files/ebook/Education_in_Taiwan/2014-2015_Education_in_Taiwan.pdfThe Ministry of Education. 2015 Education Statistical Indicators. Retrieved from http://english.moe.gov.tw/ct.asp?xItem=14504&CtNode=11430&mp=1The Oxford Dictionary. Definition of cram school in English. Retrieved from http://www.oxforddictionaries.com/definition/english/cram-schoolUNESCO (2005). EFA Global Monitoring Report. Understanding Education Quality (pp.28-30). Retrieved from http://www.unesco.org/education/gmr_download/chapter1.pdf 描述 碩士
國立政治大學
亞太研究英語碩士學位學程(IMAS)
103926040資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103926040 資料類型 thesis dc.contributor.advisor 周祝瑛 zh_TW dc.contributor.advisor Chou, Chuing Prudence en_US dc.contributor.author (作者) 欣怡 zh_TW dc.contributor.author (作者) Rebecca Gourrier en_US dc.creator (作者) 欣怡 zh_TW dc.creator (作者) Gourrier, Rebecca en_US dc.date (日期) 2016 en_US dc.date.accessioned 7-十二月-2016 10:51:37 (UTC+8) - dc.date.available 7-十二月-2016 10:51:37 (UTC+8) - dc.date.issued (上傳時間) 7-十二月-2016 10:51:37 (UTC+8) - dc.identifier (其他 識別碼) G0103926040 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/104643 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 亞太研究英語碩士學位學程(IMAS) zh_TW dc.description (描述) 103926040 zh_TW dc.description.abstract (摘要) 一國如在教育上過度強調以學業為導向，就會出現具有雙刃劍角色的補習現象通常會，一方面幫助學生在學術能力測驗中取得高成就，另一方面限制了學生的創造性發展。部分學生因為在普通學校中無法取得足夠的知識和技能，故而轉向補習班為測驗做準備。尤其在英語科目成為主要考核科目之後，補習班的項目也因此更加多元。本研究旨在關注台灣補習教育何以在1990年代教改之後，依然擴張的現況，補習班如何從日常學習的補充角色，轉向台灣中學生教育中的必要部分。研究者針對補習班英語教學方法進行探討，透過對補習班經營者、教師和補習學生進行深度訪談，來瞭解他們的相關經驗。研究結果發現，補習班經營者意透多元與另類等途徑，聘請英語教師，來提升教學的創意。至於教師的訪談發現，英語教師通過嘗試新的教學方法來幫助學生在學業方面取得更好的成績，但是這種方式存在一定的局限性。本研究印一步發現補習班教師包括來自英語國家的和非英語國家，即使某些補習班老師並未取得教師資格證書，但在學生看來比一般學校的英語任課老師更加優秀。值得注意的是，大多數學生認為補習班的教學方法與一般學校相差無幾，但是學生滿意度明顯高於主流學校英語教師。本研究進一步確認補習班因商業利益等考量，許多訊息備受保密，使得研究者難以獲得一套完整的教學方法和學生經驗。 zh_TW dc.description.abstract (摘要) In an academically oriented nation, there is a realization that attending a cram school can be double-edged, as they often offer great outcomes in students’ academic achievements especially with their test scores but they can also limit students’ creative development. Unable to obtain sufficient knowledge and skills for tests in mainstream schools, students have commonly turned to cram schools for examination preparation. Educational reforms enforcing English as a main examination subject greatly diversified the possibilities for tutoring and in fact helped cram schools’ diversification. The study focuses on the phenomenon of the influx of cram schools, and how it’s no longer a supplement, but instead a necessity of a secondary student’s education in Taiwan. This study starts with investigating the cram school phenomenon, as well as to discuss the teaching methods used in English classes. Finally, data has been collected through in-depth interviews among cram school owners, teachers and former attendees to look at their experience in cram school . The results of the study shows that the cram school owners approved the necessity to enhance creative teaching through alternative methods so as hiring teachers with supplementary talents. The teacher interviews revealed that trying new approaches to teaching have helped students achieve better outcomes academically, but sometimes only to a certain extent that is why cram schools can be double-edged. The paradox of this study is the cram school teachers’ qualifications for both native and English speakers. In fact, even though they may not have any teaching qualifications, cram school teachers are described by students as being better teachers compared to the ones in regular school. Significantly, the study discovered that a majority of students find cram school teaching methods in general so as the overall experience to be more satisfactory than with mainstream school The study finally showed that gaining information about cram schooling can be difficult as there is some secrecy surrounding it. This prevented the researcher from gaining a complete picture of cram school teaching methods and students’ experience. en_US dc.description.tableofcontents ACKNOWLEDGMENTS i摘要 iiABSTRACT iiiTABLE OF CONTENTS ivCHAPTER 1 INTRODUCTION 11.1 Research Background 11.2 Research Motivation 31.3 Research Purpose & Questions 41.4 Methodology 41.5 Theoretical Framework 71.6 Term Definition 7CHAPTER 2 LITERATURE REVIEW 92.1 Cram schools: A cultural phenomenon 92.1.1 Impact of educational reforms on cram schools 132.1.2 Attempt of decreasing cram school 152.1.3 New measures to improve teacher education 182.2 Teaching methods and English language in Taiwan 192.2.1 Emerging trends and teaching methods 192.2.2 Expanding the cram school teaching methods 222.2.3 Under-regulated aspects and quality teaching in debate 242.3 The impacts of cram schools and their teaching methods 262.3.1 Learning in cram schools 262.3.2 Cram school function as both useful and problematic 28CHAPTER 3 METHODOLOGY 323.1 Methodology 323.2 Data Collection 32CHAPTER 4 RESEARCH FINDINGS AND DISCUSSIONS 344.1 Research Findings 344.1.1 Question 1. Education reform on cram school 354.1.2 Question 2. Teaching methods and English language 364.1.3 Question 3. Learning outcomes and pros and cons 424.1.4 Case Study 454.2 Discussion 47CHAPTER 5 CONCLUSION, LIMITATIONS AND RECOMMENDATIONS 575.1 Conclusion 575.2 Limitations and Recommendations 59REFERENCES 61APPENDIX A : Owner interview APPENDIX B : Teacher interviewAPPENDIX C : Student interviewAPPENDIX D : Glossary Interviewee zh_TW dc.format.extent 1500603 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103926040 en_US dc.subject (關鍵詞) 家庭教師 zh_TW dc.subject (關鍵詞) 補習班英語教學 zh_TW dc.subject (關鍵詞) 補習班經驗 zh_TW dc.subject (關鍵詞) 文化現象 zh_TW dc.subject (關鍵詞) 教學方法 zh_TW dc.subject (關鍵詞) 台灣 zh_TW dc.subject (關鍵詞) private tutoring en_US dc.subject (關鍵詞) English learning in cram school en_US dc.subject (關鍵詞) cram school experience en_US dc.subject (關鍵詞) cultural phenomenon en_US dc.subject (關鍵詞) teaching methods en_US dc.subject (關鍵詞) Taiwan en_US dc.title (題名) 台灣補習教育經驗之研究 zh_TW dc.title (題名) A Study of Cram School Experience in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Aurén, H. & Joshi, D. (2016). Teaching the World that Less is More: global education testing and the Finnish national brand. In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 64-77). United Kingdom: Symposium Books. Balwanz, D. (2016). The Discursive Hold of the Matric: is there space for a new vision for secondary education in South Africa? In W. C. Smith (Ed.), The Global Testing Culture: shaping education policy, perceptions, and practice (pp. 270-276). United Kingdom: Symposium Books.Bokova I. (2015). The World Education Forum To Education 2030. Podcast retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/education-2030-framework-for-action/Bray, M. & Kwo O. (2014). Regulating Private Tutoring for Public Good. Policy Options for Supplementary Education in Asia. Hong Kong: Comparative Education Research Center (CERC).Bray, M. (2003). Adverse Effects of Private Supplementary Tutoring : Dimensions, implications and government responses. UNESCO. Retrieved fromhttp://unesdoc.unesco.org/images/0013/001330/133039e.pdfBush, T. (2007). Educational leadership and management: theory, policy, and practice. Retrieved fromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.729.7350&rep=rep1&type=pdfChang, Y. H. & Yi, C. C. (2004). Cram schooling and Academic Achievement. Academia Sinica. Retrieved from http://www.typ.sinica.edu.tw/upfiles/2004_Ying-Hwa%20Chang.pdfChang, W. (1994). After-School Schooling. Taiwan Today. Retrieved from http://www.taiwantoday.tw/ct.asp?xItem=99555&ctNode=2198&mp=9Chen, H. & Fan, H. H. (2014). Education in Taiwan: The Vision and Goals of the 12-Year Curriculum. Retrieved from https://www.brookings.edu/opinions/education-in-taiwan-the-vision-and-goals-of-the-12-year-curriculum/Chen, S. Y. & Lu, L. (2009). After school Time Use in Taiwan: effects on educational achievement and well-being.Chou, C. P. & Ching, G. (2012). Taiwan Education at the Crossroad: When Globalization meets localization. US: Palgrave Macmillan.Chou, C. P. (2014). A matter of trust: shadow education in Taiwan. Revue Internationale d’éducation de Sèvres. Retrieved from https://ries.revues.org/3800Chou, C. & Ho, A. (2007). “Schooling in Taiwan”. Going to School in East Asia, 15 ; 344-371. Courtenay, M. J. (2013). Culture & Competition. A study of Supplementary Education in Taiwan. Durham thesis, Durham University. Retrieved fromhttp://etheses.dur.ac.uk/6906/Entrance exam reform stirs controversy (1992). Taiwan Info. Retrieved from http://taiwaninfo.nat.gov.tw/ct.asp?xItem=75519&ctNode=103Entwistle, N. & Ramsden, P. (2015). Understanding Students Learning, Preface. Routledge Revivals. Elrich, S. H. (2003). Experience-What is it? (pp. 1126). Int J Psychology. Goh, S. C. & Khine M. S. (2002). 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