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題名 二00三年國中英語新版本的教科書評量
作者 林素美
Lin, Su-mei
貢獻者 林啟一
Lin, Chi-yee
林素美
Lin, Su-mei
關鍵詞 九年一貫課程
康軒版教科書
南一版教科書
翰林版教科書
朗文版教科書
何嘉仁版教科書
基本學力測驗
Nine-year Integrated Curriculum
Kang-Hsuan textbook
Nan-I textbook
Han-Lin textbook
Longman textbook
Hess textbook
the Basic Competence Test
日期 2005
上傳時間 17-Sep-2009 16:34:00 (UTC+8)
摘要 本研究旨在調查九年一貫課程實施後，台北縣市國中英語教科書的使用現況及國中英語教師對這些教材的意見。
     　　本研究主要探討的為：(1)國中英語教師選用新版教科書時所強調的標準,（2)各校英語教科書的評選委員與評選程序，(3)國中英語教師對新版英語教科書的滿意度與意見，包括學生習作與教師手冊，(4)更換教科書的原因與結果。
     　　研究對象為五十七所國中的兩百五十三位英語教師。根據問卷調查，目前台北縣市的國中英語教科書有六個版本。
     　　根據資料分析，得到以下主要的發現:
     1. 在選教材時，英語教師所秉持的標準依序為合乎課程標準，教材內容，主題多元性，字彙數量，活動設計，插圖，版面，教師手冊，出版商的售後服務、聲望，教科書的第一印象，出版商為教師舉辦的研習，作者的學識等。
     2. 各校的評選委員主要由英文老師組成，大多數學校評選教科書的程序為瀏覽各版本教科書，邀請出版商舉辦說明會，及舉行評選會議 。
     3. 根據本研究所收集的資料顯示，大多數教師普遍上皆滿意九年一貫課程的新版教科書，但約有一半的教師認為內容太多、太難是他們所遭遇到的最大問題。
     4. 根據所收集的資料顯示，有五所學校在第二學期更改教科書。教師們對第一學期所用的教科書不滿意的主要原因為教材內容非常難，內容組織不佳，及課與課之間缺乏連貫性。在更換新教科書後，大部分教師發覺之前教材所衍生的問題都解決了。因此大多數教師在更改教科書後覺得較滿意。
This study aims to survey English textbook selection of junior high schools in Taipei City and Taipei County after the implementation of the Nine-year Integrated Curriculum and explore English teachers` opinions of these textbooks.
      This study focuses on the following issues: (1) the criteria highlighted by English teachers when evaluating the new textbooks, (2) the committees and the procedure of English textbook selection in each school, (3) the junior high school English teachers` satisfaction with and opinions about the contents of the new teaching materials, including students’ workbooks and teachers` manuals, (4)the reasons for teachers’ changing textbooks and its consequences.
      The recruited subjects are 253 junior high school English teachers from 57 schools. According to the questionnaires, there are 6 versions of textbooks used in junior high schools in Taipei City and Taipei County.
      After data analysis, the main findings are obtained as follows:
     1.The criteria highlighted by English teachers when selecting the new textbooks are the correspondence to the curriculum standards, the contents, and a variety of themes. Considered important in sequence to the teachers who responded are the amount of vocabulary, the design of activities, the illustrations, the layout, the content of the teacher’s manual, and the level of service offered by the publisher, the publisher’s reputation, the first impression of the textbook, workshops provided for teachers by a publisher and the expertise of authors.
     2.The selection committee in each school is mainly composed of the English teachers and the selection of English textbooks in most schools are done in the procedure of reviewing textbooks, inviting publishers to present their textbooks, and holding selection meetings.
     3.According to the questionnaires collected in this study, most teachers were generally satisfied with the new textbooks developed for the Nine-year Integrated
      Curriculum. The most obvious problem with these new textbooks, according to the questionnaires, is that about half of the English teachers` dissatisfication with too much and too difficult content in the material.
     4.Based on the questionnaires, five of the schools change textbooks in the second semester. The main reasons for the dissatisfaction with the first semester textbooks are that the textbooks are overly difficult, poorly organized, and lacking in continuity between lessons. After changing to new textbooks, most teachers find that the problems are solved. Therefore, most teachers are more satisfied after changing the textbooks.
參考文獻 Allwright, R. (1978). Abdication and responsibility in language teaching. Studies in Second Language Acquisition 2-(1), 105-121.
Allwright, R. (1981). What do we want teaching materials for? ELT Journal, 36 (1), 5-18.
Anderson, G. S. (1984). A whole language approach to reading. Lanham, MD:University Press of America.
Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman, Inc.
Brown, J. D. (1995). The elements of language curriculum—a systematic approach to
program development. Massachusetts: Heinle& Heinle Publishers.
Breen, M. P. and Candlin C. N. (1987) Which materials?: A consumer’s and designer’s guide. In Sheldon, E. (ed.), ELT Textbooks and Materials.
Canale, M. (1983). Communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (eds.), Language and communication (pp.2-27). New York: Longman
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal, 51 (5), 29-35.
Chang, Y. L. (1996). Discussion on children’s English teaching and learning principles. Caves English Teaching, 10, 9-15.
Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida:
Harcourt Brace Jovanovich, Inc.
Chen C.T. (2002). Textbook selection for senior high school students in Greater Taipei area. MA, Graduate Institute of English, National Taiwan Normal University, 2002.
Cunningworth, A. (1984). Evaluating and selecting EFL teaching materials. London:
Eeinemann.
Cunningworth, A. (1995). Choosing your coursebook. Oxford: Heinmann.
Dubin, F. , & Olsbtain, E. (1986). Course design. Cambridge: Cambridge University Press.
Forrester, J. W. (1970). Understanding the counter-intuitive behavior of social systems’ in The Open Systems Group, in Systems Behavior (3rd ed.), 1981. London: Paul Chapman.
Freeman, Y. S., & Freeman, D. E. (1992). Whole language for second language learners. Portsmouth, NH: Heinemann Educational Books.
Gall, M. D. (1981). Handbook for evaluating and selecting curriculum materials. Boston: Allyn and Bacon, Inc.
Gary, P.D. (1992). Consumers of textbooks: Concerns from the classroom. In John G. H. (Eds.), The textbook controversy: Issues, aspects and perspectives (pp. 137-145). US: Ablex Publishing Corporation.
Gini, Carol Sisco. (2000). “Whole Language─Integrating the skills with young learners.” The Conference on the Training of Elementary School EFL Teachers.
Goodman, K. (1986). What’s whole in whole language. Portsmouth, N. H.: Heinemann. Harmer, J. (1991). The practice of English language teaching. New York: Longman.
Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University
Press.
Hutchinson, T. & Torres, E. (1994). The textbooks as agent of change. ELT Journal, 48(4), 315-328.
Hymes, D. (1971). On communicative competence, Philadelphia, University of
Pennsylvania Press.
Johns, A. M. (1985). Some principles of materials design of the world around us. TESOL Newsletter 19:1,7.
Johnosn, K. (1983). Communicative syllabus design and methodology. Oxford: Pergamon.
Larsen-Freeman, D. (1982). The what of second language acquisition. In Hines &
Rutherford, (Eds.), On TESOL, 107-128.
Liao, X. (1996). Chinese Learners’ Communicative Incompetence: Causes and
Solutions. ERIC Document Reproduction Service No. Ed 400 684.
Koh, L. (1992). From Base to Action: Bridging the Gap between Language and
Communication Textbooks and the Professional World. ERIC Document Reproduction Service No. Ed 400 684.
Ministry of Education (2004). General guidelines of Grade 1-9 Curriculum of
elementary and junior high school education … English version. Ministry of Education.
Muther, C. (1985). What every textbook evaluator should know. Education Leadership, 42(7), 4-8.
Nunan, D. (1989). The learner-centered curriculum. Cambridge: Cambridge University Press.
Richards, J. C., and Rodgers, T. (1986). Approaaches and methods in language teaching.New York: Cambridge University Press.
Richards, J. C., and Rodgers, T. (1987). Method: Approach, design and Procedure. In M. H. Long & J. C. Richards (eds.). Methodology in TESOL: A book of readings. Boston: Heinle & Heinle Publishers.
Rivers, W. (1981). Teaching foreign language skills (2nd ed.). Chicago, IL: The University of Chicago Press.
Savignon, S. J. (1983). Communicative competence: theory and classroom practice─texts and contexts in second language learning. Massachusetts: Addison-Wesley Publishing Company.
Sheldon, Leslie E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42 (4), 237-246.
Sheldon, Leslie E. (ed.) (1987). ELT textbooks and materials: Problems in evaluation and Development. Oxford: Modern English Publications
Skierso, A. (1991). Textbook selection and evaluation. In M, Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). (pp. 432-453). New York: Heinle and Heinle.
Tandlichova, E. (1995). Coursebook evaluation in teacher training in Slovakia. MLT, 4, 47-65.
Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly, 17, 69-88.
Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9-15
Tulley, M. & Farr, R. (1990). Textbook evaluation and selection. In D. L. Elliott& A. Woodward (eds.), Textbooks and schooling in the United States (pp. 162-177). Chicago: The national society for the study of education.
Wilkins, D. (1976). Notional Syllabuses. Oxford: Oxford University Press.
Wilkins, D. (1985). Some issues in communicative language teaching and their relevance to the teaching of languages in secondary schools. In K. Johnson & D.
Porter (eds.). Perspectives in communicative language teaching. London: Academic Press.
Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37 (3),251-255.
Yalden, J. (1989). Principles of course design for language teaching. Cambridge: Cambridge University Press.
中文參考書目
張祝芬 (民83 年)。國中教科書選用制度之研究。台灣師範大學教育研究所碩士論文。
施玉惠 (民 89 年)。國小英語教材之評審—資格審vs 選用審。第十七屆中華民國英語文教學研討會論文集。台北：文鶴。
張碧玲 (民89年)。 國民中學英語教師對溝通式教學觀之信念研究。台灣師範大學教育研究所碩士論文。
教育部(MOE)。 2001a。 國民中小學九年一貫課程暫行綱要：語文學習領域。
教育部(MOE)。 2001a。 國民中小學九年一貫課程暫行綱要：六大議題。
教育部(2004)。九年一貫課程。2004年2月17日，取自//teach.eje.edu.tw/9CC/brief1.php
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
90951020
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0090951020
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, Chi-yeeen_US
dc.contributor.author (Authors) 林素美zh_TW
dc.contributor.author (Authors) Lin, Su-meien_US
dc.creator (作者) 林素美zh_TW
dc.creator (作者) Lin, Su-meien_US
dc.date (日期) 2005en_US
dc.date.accessioned 17-Sep-2009 16:34:00 (UTC+8)-
dc.date.available 17-Sep-2009 16:34:00 (UTC+8)-
dc.date.issued (上傳時間) 17-Sep-2009 16:34:00 (UTC+8)-
dc.identifier (Other Identifiers) G0090951020en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/33427-
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) 90951020zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 本研究旨在調查九年一貫課程實施後，台北縣市國中英語教科書的使用現況及國中英語教師對這些教材的意見。
     　　本研究主要探討的為：(1)國中英語教師選用新版教科書時所強調的標準,（2)各校英語教科書的評選委員與評選程序，(3)國中英語教師對新版英語教科書的滿意度與意見，包括學生習作與教師手冊，(4)更換教科書的原因與結果。
     　　研究對象為五十七所國中的兩百五十三位英語教師。根據問卷調查，目前台北縣市的國中英語教科書有六個版本。
     　　根據資料分析，得到以下主要的發現:
     1. 在選教材時，英語教師所秉持的標準依序為合乎課程標準，教材內容，主題多元性，字彙數量，活動設計，插圖，版面，教師手冊，出版商的售後服務、聲望，教科書的第一印象，出版商為教師舉辦的研習，作者的學識等。
     2. 各校的評選委員主要由英文老師組成，大多數學校評選教科書的程序為瀏覽各版本教科書，邀請出版商舉辦說明會，及舉行評選會議 。
     3. 根據本研究所收集的資料顯示，大多數教師普遍上皆滿意九年一貫課程的新版教科書，但約有一半的教師認為內容太多、太難是他們所遭遇到的最大問題。
     4. 根據所收集的資料顯示，有五所學校在第二學期更改教科書。教師們對第一學期所用的教科書不滿意的主要原因為教材內容非常難，內容組織不佳，及課與課之間缺乏連貫性。在更換新教科書後，大部分教師發覺之前教材所衍生的問題都解決了。因此大多數教師在更改教科書後覺得較滿意。		zh_TW
dc.description.abstract (摘要) This study aims to survey English textbook selection of junior high schools in Taipei City and Taipei County after the implementation of the Nine-year Integrated Curriculum and explore English teachers` opinions of these textbooks.
      This study focuses on the following issues: (1) the criteria highlighted by English teachers when evaluating the new textbooks, (2) the committees and the procedure of English textbook selection in each school, (3) the junior high school English teachers` satisfaction with and opinions about the contents of the new teaching materials, including students’ workbooks and teachers` manuals, (4)the reasons for teachers’ changing textbooks and its consequences.
      The recruited subjects are 253 junior high school English teachers from 57 schools. According to the questionnaires, there are 6 versions of textbooks used in junior high schools in Taipei City and Taipei County.
      After data analysis, the main findings are obtained as follows:
     1.The criteria highlighted by English teachers when selecting the new textbooks are the correspondence to the curriculum standards, the contents, and a variety of themes. Considered important in sequence to the teachers who responded are the amount of vocabulary, the design of activities, the illustrations, the layout, the content of the teacher’s manual, and the level of service offered by the publisher, the publisher’s reputation, the first impression of the textbook, workshops provided for teachers by a publisher and the expertise of authors.
     2.The selection committee in each school is mainly composed of the English teachers and the selection of English textbooks in most schools are done in the procedure of reviewing textbooks, inviting publishers to present their textbooks, and holding selection meetings.
     3.According to the questionnaires collected in this study, most teachers were generally satisfied with the new textbooks developed for the Nine-year Integrated
      Curriculum. The most obvious problem with these new textbooks, according to the questionnaires, is that about half of the English teachers` dissatisfication with too much and too difficult content in the material.
     4.Based on the questionnaires, five of the schools change textbooks in the second semester. The main reasons for the dissatisfaction with the first semester textbooks are that the textbooks are overly difficult, poorly organized, and lacking in continuity between lessons. After changing to new textbooks, most teachers find that the problems are solved. Therefore, most teachers are more satisfied after changing the textbooks.		en_US
dc.description.tableofcontents Acknowledgements…………………………………………………………iii
     Chinese Abstract……………………………………………………………x
     English Abstract…………………………………………………………xi
     Chapter
      1. Introduction…………………………………………………………1
      1.1 Background………………………………………………………1
      1.2 Motivation………………………………………………………2
      1.3 Purpose of the Study…………………………………………4
      1.4 Significance of the Study…………………………………4
      1.5 Research Questions……………………………………………5
      1.6 Limitation of the study………………………………………6
      2. Literature Review…………………………………………………7
      2.1 The Nine-year Integrated curriculum……………………7
      2.2 Writing Principles of the English Textbooks in the
      Nine-year Integrated curriculm…………………………8
      2.2.1 Communicative Language Teaching…………………10
      2.2.2 The Philosophy of Whole Language Teaching……13
      2.3 Textbook Selection…………………………………………14
      2.3.1 Textbook Selection Committee……………………15
      2.3.2 The Procedures of Textbook Selection………15
      2.3.3 The criteria of textbook selection……………16
      2.4 Textbook Evaluation…………………………………………20
      2.4.1 Principles of Textbooks Evaluation………………21
      2.4.2 Checklists for Textbooks Evaluation……………22
      3. Research Method…………………………………………………25
      3.1 Instruction……………………………………………………25
      3.2 Subjects………………………………………………………25
      3.3 Instruments……………………………………………………29
      3.3.1 Questionnaire for English Teachers………………29
      3.3.2 Interview Questions for English Teachers………33
      3.4 Procedures……………………………………………………35
      3.5 Data Analysis…………………………………………………36
      4. Results………………………………………………………………37
      4.1 Instruction……………………………………………………37
      4.2 Results…………………………………………………………37
      4.2.1 Teachers’ Personal Background…37
      4.2.2 Perceptions of Different Evaluation Criteria…40
      4.2.3 Evaluation Process and Adoption of Textbooks..41
      4.2.4 Teachers` Opinions on the Current English
      Textbook......................................46
      4.2.5 Current Textbooks vs. Previous Textbooks……92
      4.2.6 Results from the Interview with the
      Teachers…………………… 99
      5. Discussion and Conclusion…………………………………104
      5.1 Teachers’ Criteria on Textbook Selection…………104
      5.2 English Textbook Selection Committees………………105
      5.3 Textbook Selection Procedures…………………………107
      5.4 Teachers’ Satisfaction with New Textbooks…………109
      5.5 Changing Textbooks and Its Consequences……………109
      5.6 Teaching Implications……………………………………109
      5.7 Suggestions for Further Research……………………111
     Appendixes
      I. Questionnaire………………………………………………………114
     II. Interview Questions……………………………………………120
     References……………………………………………………………121		zh_TW
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dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0090951020en_US
dc.subject (關鍵詞) 九年一貫課程zh_TW
dc.subject (關鍵詞) 康軒版教科書zh_TW
dc.subject (關鍵詞) 南一版教科書zh_TW
dc.subject (關鍵詞) 翰林版教科書zh_TW
dc.subject (關鍵詞) 朗文版教科書zh_TW
dc.subject (關鍵詞) 何嘉仁版教科書zh_TW
dc.subject (關鍵詞) 基本學力測驗zh_TW
dc.subject (關鍵詞) Nine-year Integrated Curriculumen_US
dc.subject (關鍵詞) Kang-Hsuan textbooken_US
dc.subject (關鍵詞) Nan-I textbooken_US
dc.subject (關鍵詞) Han-Lin textbooken_US
dc.subject (關鍵詞) Longman textbooken_US
dc.subject (關鍵詞) Hess textbooken_US
dc.subject (關鍵詞) the Basic Competence Testen_US
dc.title (題名) 二00三年國中英語新版本的教科書評量zh_TW
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) Allwright, R. (1978). Abdication and responsibility in language teaching. Studies in Second Language Acquisition 2-(1), 105-121.zh_TW
dc.relation.reference (參考文獻) Allwright, R. (1981). What do we want teaching materials for? ELT Journal, 36 (1), 5-18.zh_TW
dc.relation.reference (參考文獻) Anderson, G. S. (1984). A whole language approach to reading. Lanham, MD:University Press of America.zh_TW
dc.relation.reference (參考文獻) Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman, Inc.zh_TW
dc.relation.reference (參考文獻) Brown, J. D. (1995). The elements of language curriculum—a systematic approach tozh_TW
dc.relation.reference (參考文獻) program development. Massachusetts: Heinle& Heinle Publishers.zh_TW
dc.relation.reference (參考文獻) Breen, M. P. and Candlin C. N. (1987) Which materials?: A consumer’s and designer’s guide. In Sheldon, E. (ed.), ELT Textbooks and Materials.zh_TW
dc.relation.reference (參考文獻) Canale, M. (1983). Communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (eds.), Language and communication (pp.2-27). New York: Longmanzh_TW
dc.relation.reference (參考文獻) Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.zh_TW
dc.relation.reference (參考文獻) Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal, 51 (5), 29-35.zh_TW
dc.relation.reference (參考文獻) Chang, Y. L. (1996). Discussion on children’s English teaching and learning principles. Caves English Teaching, 10, 9-15.zh_TW
dc.relation.reference (參考文獻) Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida:zh_TW
dc.relation.reference (參考文獻) Harcourt Brace Jovanovich, Inc.zh_TW
dc.relation.reference (參考文獻) Chen C.T. (2002). Textbook selection for senior high school students in Greater Taipei area. MA, Graduate Institute of English, National Taiwan Normal University, 2002.zh_TW
dc.relation.reference (參考文獻) Cunningworth, A. (1984). Evaluating and selecting EFL teaching materials. London:zh_TW
dc.relation.reference (參考文獻) Eeinemann.zh_TW
dc.relation.reference (參考文獻) Cunningworth, A. (1995). Choosing your coursebook. Oxford: Heinmann.zh_TW
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