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題名 國中英語教師對九年一貫課程之態度與實踐
作者 周柏雯
Chou,Po-wen
貢獻者 招靜琪
Chao,Chin-chi
周柏雯
Chou,Po-wen
關鍵詞 九年一貫課程
教師態度
基本學力測驗
教師自主權
教師專業化
教科書開放政策
Grade 1-9 Curriculum
teachers` attitudes
Academic Attainment Testing
teacher autonomy
teachers’ professionalism
the policy of liberation of textbooks
日期 2004
上傳時間 17-九月-2009 16:33:03 (UTC+8)
摘要 本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。
      本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。
      本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。
The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum.
     This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks.
      Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.
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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
90951006
93
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090951006
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao,Chin-chien_US
dc.contributor.author (作者) 周柏雯zh_TW
dc.contributor.author (作者) Chou,Po-wenen_US
dc.creator (作者) 周柏雯zh_TW
dc.creator (作者) Chou,Po-wenen_US
dc.date (日期) 2004en_US
dc.date.accessioned 17-九月-2009 16:33:03 (UTC+8)-
dc.date.available 17-九月-2009 16:33:03 (UTC+8)-
dc.date.issued (上傳時間) 17-九月-2009 16:33:03 (UTC+8)-
dc.identifier (其他 識別碼) G0090951006en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33420-
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) 90951006zh_TW
dc.description (描述) 93zh_TW
dc.description.abstract (摘要) 本研究旨在了解國中英語教師對九年一貫課程之態度與實踐，以期了解基層英語教師如何看待九年一貫課程改革以及他們如何在教室中實施這套新課程。同時，本研究希望藉由國中英語教師對九年一貫課程之態度與實踐，再一次檢視九年一貫課程改革的現況。
      本研究採取質的研究方法，以台北市2名公立國中英文教師為研究對象。研究過程採取觀察、訪談、文件分析等方式為主要資料蒐集來源。資料的涵蓋面向包含：(1) 教師對九年一貫課程之態度；(2) 教師對九年一貫英語課程之態度；(3) 教師對英語教科書之態度；(4) 考試及測驗對教師之影響；(5) 教師的教學技巧與能力；(6) 教師的專業發展。經由這些資料，本研究討論了三個與九年一貫相關的議題：(1) 教師的教學自主權；(2) 教師的專業發展；(3) 教科書的開放政策。
      本研究並根據以上三個議題的討論結果，進一步提供相關建議，以作為教育行政單位、學校單位、國民中學英文領域教師及未來研究的參考。		zh_TW
dc.description.abstract (摘要) The purpose of this study is to present the results of junior high school EFL teachers’ attitudes toward Grade 1-9 Curriculum and their classroom practice. This study aims to reveal how junior high school EFL teachers view Grade 1-9 Curriculum and how they implement this new curriculum in their classrooms.This study also offers another chance to take a look at the current situation of the implementation of Grade 1-9 Curriculum.
     This study adopts a qualitative research method and selects two participant teachers in a well established junior high school to serve as cases which work for in-depth understanding of teachers’ attitudes and their classroom practice. In this case study, data-gathering methods include interview, observation, and document analysis. The collecting information is presented in six dimensions: (1) teachers’ attitudes toward Grade 1-9 Curriculum, (2) teachers’ attitudes toward Grade 1-9 English Curriculum, (3) teachers’ attitudes toward English textbooks, (4) the influence of examinations and tests on teaching, (5) teaching skills and abilities, and (6) teacher professional development. Based on the above information, this study discusses three concerns related to Grade 1-9 Curriculum: (1) teacher autonomy, (2) professionalism, and (3) the policy of liberation of textbooks.
      Finally, some pedagogical implications and suggestions stemmed from the previous discussions are proposed to serve as a reference for the central authority, school administrators, junior high school EFL teachers, and future research on Grade 1-9 Curriculum.		en_US
dc.description.tableofcontents Chapter 1 Introduction…………………………………………………………………. 1
     1.1 Motivation…………………………………………………………………………3
     1.2 Purpose…………………………………………………………………………….3
     1.3 Definition of Terms………………………………………………………………..4
     1.4 Research Questions………………………………………………………………..5
     Chapter 2 Literature Review……………………………………………………………6
      2.1 Curriculum Reform………………………………………………………………..6
     2.1.1 Curriculum Reform………………………………………………………...6
     2.1.2 The Model of Curriculum Implementation………………………………..8
     2.1.3 Tasks and Changes of Curriculum Implementation………………………10
     2.1.4 Influencing Factors of Curriculum Reform………………………………12
     2.1.5 Summary………………………………………………………………….13
      2.2 Teachers’ Attitudes toward Curriculum Reform…………………………………13
      2.3 Teachers’ Attitudes versus Teachers’ Behaviors…………………………………19
     2.4 The Implementation of Grade 1-9 Curriculum………………………..…………24
     2.4.1 Characteristics of Grade 1-9 Curriculum…………………………………24
     2.4.2 Grade 1-9 English Curriculum……………………………………………28
     2.4.3 Research of Grade 1-9 Curriculum……………………………………….31
     2.4.4 Research of Grade 1-9 English Curriculum………………………………35
     Chapter 3 Research Design…………………………………………………………….38
     3.1 Selection of Participants………………………………………………..………38
     3.2 Data Collection Method………………………………………………………...39
     Interview………………………………………………………………………..40
     Observation……………………………………………………………………..41
     Document Analysis……………………………………………………………..41
     3.3 Instruments...……………………………………………………………………42
     Questionnaire…………………………………………………………………...42
     Interview Protocol………………………………………………………………42
      3.4 Data Collection Procedures……………………………………………………..43
      3.5 Data Analysis Procedures………………………………………………………47
     Coding………………………………………………. …………………………47
     Categorization…………………………………………………………………..48
     Triangulation……………………………………………………………………48
     Description……………………………………………………………….……..49
     Interpretation……………………………………………………………………49
     Chapter 4 Results and Findings………………………………………………………..50
     4.1 Background of Teacher A…………………………………………………...….50
     4.2 Teacher A and Grade 1-9 (English) Curriculum………………………….…….51
     4.2.1 Attitudes toward Grade 1-9 English Curriculum…………………….…….51
     4.2.2 Attitudes toward English textbooks………………………………………..54
     4.2.3 Examinations and Tests…………………………………………………….55
     4.2.4 Teaching Skills and Abilities.………………………………………………59
     4.2.5 Teacher Professional Development………………………………………...66
     4.2.6 The Summary of Teacher A………………………………………………..68
     4.3 Background of Teacher B………………………………………………………70
     4.4 Teacher B and Grade 1-9 Curriculum…………………………………………..71
     4.4.1 Attitudes toward Grade 1-9 Curriculum…………………………………...71
     4.4.2 Attitudes toward Grade 1-9 English Curriculum…………………………..73
     4.4.3 English textbooks……………………………………………………….….74
     4.4.4 Examinations and Tests…………………………………………………....77
     4.4.5 Teaching Skills and Abilities..……………………..………………….……80
     4.4.6 Sharing and Cooperation…………………………………………………...87
     4.4.7 The Summary of Teacher B………………………………………………..89
     Chapter 5 Discussion…………………………………………………………………...92
     5.1 Answers to Research Questions………………………………………………..92
     5.2 Discussion……………………………………………………………………..101
     Concern 1: Teacher Autonomy…………………………………………………101
     Concern 2: Professionalism…………………………………………………….105
     Concern 3: The Policy of Liberation of Textbooks……………………….…….111
     Chapter 6 Conclusion…………………………………………………………………115
     6.1 Pedagogical Implications……………………………………………….……..115
      6.1.1 Implications for the Central Authority……………………………..……..115
      6.1.2 Implications for School Administrators…………………………………..116
      6.1.3 Implications for Junior High School EFL Teachers………………………118
     6.2 Limitations of the Present Study and Suggestions for Future Research………120
     6.3 Conclusion…………………………………………………………………….122
     References……………………………………………………………….………….…..123
     Appendixes……………………………………………………………………………..133
     A. Students’ Questionnaire……………………………………………………….133
     B. Semi-structured Questions of the First Interview with Participants.….………134
     C. Semi-structured Questions of the Second Interview with Participants.……….136
     D. Semi-structured Questions of the Third Interview with Participants………….138
     E. A Sample of Interview Transcripts……………………………………………140
     F. Coding System………………………………………………………………...148		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090951006en_US
dc.subject (關鍵詞) 九年一貫課程zh_TW
dc.subject (關鍵詞) 教師態度zh_TW
dc.subject (關鍵詞) 基本學力測驗zh_TW
dc.subject (關鍵詞) 教師自主權zh_TW
dc.subject (關鍵詞) 教師專業化zh_TW
dc.subject (關鍵詞) 教科書開放政策zh_TW
dc.subject (關鍵詞) Grade 1-9 Curriculumen_US
dc.subject (關鍵詞) teachers` attitudesen_US
dc.subject (關鍵詞) Academic Attainment Testingen_US
dc.subject (關鍵詞) teacher autonomyen_US
dc.subject (關鍵詞) teachers’ professionalismen_US
dc.subject (關鍵詞) the policy of liberation of textbooksen_US
dc.title (題名) 國中英語教師對九年一貫課程之態度與實踐zh_TW
dc.type (資料類型) thesisen
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