| dc.contributor.advisor | 余明忠 | zh_TW |
| dc.contributor.advisor | Yu, Ming Chung | en_US |
| dc.contributor.author (Authors) | 陳秋紅 | zh_TW |
| dc.contributor.author (Authors) | Chen, Chiu Hung | en_US |
| dc.creator (作者) | 陳秋紅 | zh_TW |
| dc.creator (作者) | Chen, Chiu Hung | en_US |
| dc.date (日期) | 2007 | en_US |
| dc.date.accessioned | 17-Sep-2009 16:36:21 (UTC+8) | - |
| dc.date.available | 17-Sep-2009 16:36:21 (UTC+8) | - |
| dc.date.issued (上傳時間) | 17-Sep-2009 16:36:21 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0094951007 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/33441 | - |
| 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) | 94951007 | zh_TW |
| dc.description (描述) | 96 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在探討臺北市國中小英語課程銜接的相關問題與策略。研究者採用 「臺北市國中小英語課程銜接策略探討問卷」為研究工具。研究對象依隨機抽樣選出三百二十位國小五、六年級以及國中之英文老師，有效回收問卷為二百三十八份，無效問卷為十二份，總計有效問卷回收率約為百分之七十四。 本研究最主要之結果顯示，各銜接因素的重要性比較如下：(一)書面課程銜接最重要，其次是運作課程銜接，再其次是學習經驗銜接。(二)就書面課程銜接而言，提供銜接補充資料最為重要。(三)從運作課程銜接的來看，評量方式的銜接影響最大。(四)就學習經驗銜接的層面分析，了解國一新生的英語學習背景是其中關鍵。 根據本研究相關結果，研究者提出以下建議：(一)英語課程銜接的短期目標應為促進書面課程的銜接。教材出版者應提供國中小英語銜接補充教材，並調整國中英語教材的份量及內容難度。臺北市教育局應編纂及公佈臺北市國中英語課程綱要，並加強現有的英語教科書審查。(二)中程目標應促進運作課程的銜接。教育部應調整國中基測之英語測驗題型及內容；在英語教師方面，國中小英語教師宜採用多元評量、從國小高年級到國中逐漸增加紙筆測驗之比重、適當調整聽、說、讀、寫教學活動之比例以及使用多樣化的教學方法及練習活動。此外，補救教學的實施則是彌補學生英語程度差異的最有效策略。(三)就長程目標而言，應力求學生英語學習經驗的銜接。國中英語教師宜透過不同的方式和國小英語教師進行溝通，以了解國一新生的英語學習背景，如參與銜接會議、校際合作或其他方式。同時，國中英語教師可以參考區內國小使用之英語教材，來預測國一新生的英語程度。最後，也建議政府相關單位編纂標準化國一新生英語能力測驗，以協助進行七年級新生的英語程度評估工作。 | zh_TW |
| dc.description.abstract (摘要) | This study explores the continuity of English curricula between elementary and junior high schools in Taipei City. ‘Questionnaire on the Strategies for Connecting the English Curricula between Elementary and Junior High Schools in Taipei City’ was adopted as the research instrument. The participants included the English teachers of Grade Five, Six and junior high schools, randomly selected from each district of Taipei City. Three hundred and twenty copies of the questionnaire were delivered with 238 valid and 12 invalid responses returned; hence, the valid return rate is around 74%. The results were obtained via statistical analysis of the collected data. The continuity of written curricula is ranked as the most important, followed by operational curricula, and then learning experience. As for the continuity of written curricula, providing the supplementary materials is most emphasized. Concerning the operational curricula, the continuity of assessments takes the first place. With the continuity of learning experience, understanding the new 7th graders` English learning background is considered the most critical. Based on the results, some pedagogical implications are proposed as follows: 1.The short-term goal is the continuity of written curricula. The publishers could provide the supplementary materials and adjust the quantity and degree of difficulty of English textbooks for junior high schools. The government could publish the English curriculum guidelines for junior high schools in Taipei City and strengthen the review of English textbooks. 2.The mid-term goal is the continuity of operational curricula. The government is recommended to modify the task types of the BCT. The English teachers are suggested to employ multiple assessments, gradually increase the proportion of written tests, arrange different types of activities with appropriate proportion of the four skills, and exert diversified teaching approaches and activities. Still, conducting remedial instruction is the most effective strategy to bridge the gap of the students’ English proficiency. 3.The long-term goal is the continuity of students’ learning experience. The English junior high school English teachers should understand their new students’ English learning background by communicating with the elementary school teachers through meetings, cross-school cooperation or other means. Moreover, to evaluate the new seventh graders’ English capabilities, the junior high school English teachers could refer to contents of the textbooks employed by the elementary schools in the area, and also the government is advised to design a standardized English proficiency test for the seventh graders. | en_US |
| dc.description.tableofcontents | ACKNOWLEDGEMENTS………………………………………………………iii LIST OF TABLES……………………………………………………………….. ..x LIST OF FIGURES………………………………………………………………..xi LIST OF DIAGRAMS…………………………………………………………….xiii CHINESE ABSTRACT…………………………………………………………....xiv ENGLISH ABSTRACT……………………………………….…………………..xvi CHAPTER 1: INTRODUCTION………………………………………….………1 Motivation and Background Information……………………………………….……1 Purpose of the Study…………………………………………………………….……4 Significance of the Study………………………………………………………….….4 CHAPTER 2: LITERATURE REVIEW…………………………………….…….6 Curriculum Continuity…………………………………………………………….…..6 Significance of Curriculum Continuity………………………………….…...6 Timing of Improving Curriculum Continuity…………………………….….7 Aspects of Curriculum Continuity………………...…………………………8 Curriculum Continuity between Elementary and Junior High Schools……………….9 The Significance of Curriculum Continuity between Elementary and Junior High Schools………………………………………………………….9 The Problems and Strategies for Curriculum Continuity between Elementary and Junior High Schools…………………………………….…11 Studies on the curriculum continuity in England………………….11 Studies on the curriculum continuity in China…………………….13 Studies on the curriculum continuity in Taiwan…………………..15 English Education of the Elementary and Junior High Schools in Taiwan…………..19 Comparison of the English Curriculum Guidelines for Elementary and Junior High Schools……………………………………………….…………19 Comparison of English Education of the Elementary and Junior High Schools …………………………………………………………….………...22 Problems of the Continuity of English Curricula between Elementary and Junior High Schools in Taiwan………………………………………………………………….…27 Strategies for Promoting the Continuity of English Curricula between Elementary and Junior High Schools in Taiwan……………………………………………………….30 Research Questions…………………………………………………………………..33 CHAPTER 3: METHODOLOGY……………………………………………....…35 Participants……………………………………………………………..…………….35 Instrument..…………………………………………………..……………………….35 Why a Questionnaire Survey…………………………………..….…………35 The Design of the Questionnaire………………………………………….…37 The Framework of the Questionnaire………………………………37 The Organization of the Questionnaire…………………………….38 The Content of the Questionnaire………………………………….40 Validation of the Questionnaire…………………………………….42 Procedures of Data Collection………………………………………………………...45 Data Analysis………………………………………………………………………….46 The Analytic Hierarchy Process………………………………………………46 CHAPTER 4: RESULTS……………………………………………………………..49 The Significance of the Factors Influencing the English Curriculum Continuity……...49 The Significance of the Three Types of Curricula……………………...…….49 The Significance of the Three Aspects of Written Curricula……………...….51 The Significance of the Seven Aspects of Operational Curricula……….……53 The Significance of the Three Aspects of Learning Experience……………..57 The Significance of the Strategies for Promoting the English Curriculum Continuity...59 The Strategies for Promoting the Continuity of English Curriculum Guidelines……………………………………….………………………...….60 The Strategies for Enhancing the Consistency of English Textbooks……..…61 The Strategies for Developing the Supplementary Materials for Improving English curriculum continuity………………………………………….….…64 The Strategies for Sharpening the Expertise to Connect the English Curricula ………………………………………………………………………………..65 The Strategies for Improving the Continuity of English Assessments……….68 The Strategies for Reducing the Gap of the Students’ English Capabilities....70 The Strategies for Realizing the Teaching Methods and Assessments Employed by Elementary Schools……………………………………...……72 The Strategies for Precisely Evaluating the Seventh Graders’ English Competence……………………………………………………………….….75 Rankings of the Strategies for Promoting the English Curriculum Continuity ………………………………………………………………………………..77 The Acceptable Strategies for Elementary School English teachers to Help the Junior High Schools Teachers Improve the English Curriculum Continuity...79 The Differences between English Education of Elementary and Junior High Schools in Terms of Teachers’ Professional Background and Teaching Practices………….…..…81 Professional Background………………………………………………….…81 Teachers’ Educational Background……………………………..…81 Teachers’ Qualifications…………………………………..……….83 Teaching Experience………………………………………………84 Teaching Practices………………………………………………….……...…85 Teaching Approaches……………………………………...………85 Types of Activities…………………………………….……….....87 Teaching Activities………………………………………………...89 Types of Assessments……………………………………….……..93 Pronunciation Instruction………………………………………….94 The English Teachers’ Perception of the Seriousness of the Problem of English Curriculum Continuity…………………………………..…………………….…..…...96 CHAPTER 5: DISCUSSION………………………………………………………...98 The Significance of the Factors Influencing the English Curriculum Continuity…..…98 The Significance of the Three Types of Curricula……………………………98 The Significance of the Three Aspects of Written Curricula………………..100 The Significance of the Seven Aspects of Operational Curricula……..…….101 The Significance of the Three Aspects of Learning Experience……………105 The Significance of the Strategies for Promoting the English Curriculum Continuity.107 The Strategies for Promoting the Continuity of English Curriculum Guidelines………………………………………………….………………..107 The Strategies for Enhancing the Consistency of English Textbooks………108 The Strategies for Developing the Supplementary Materials for Improving English curriculum continuity………………………………………………109 The Strategies for Sharpening the Expertise to Connect the English Curricula…………………………………………...………………………..110 The Strategies for Improving the Continuity of English Assessments….…..110 The Strategies for Reducing the Gap of the Students’ English Capabilities..111 The Strategies for Realizing the Teaching Methods and Assessments Employed by Elementary Schools…………………………………..……...112 The Strategies for Precisely Evaluating the New Seventh Graders’ English Competence…………………………………………………………………113 Rankings of the Strategies for Promoting the English Curriculum Continuity…………………………………………………………...……....114 The Acceptable Strategies for Elementary School English teachers to Help the Junior High Schools Teachers Improve the English Curriculum Continuity.114 The Differences between English Education of Elementary and Junior High Schools in Terms of Teachers’ Professional Background and Teaching Practices……………..…115 Professional Background…………………………………………………....116 Teachers’ Educational Background………………………………116 Teachers’ Qualifications……………………………………….…117 Teaching Experience…………………………………………..…117 Teaching Practices…………………………………………………………117 Teaching Approaches……………………………...……….….…117 Types of Activities…………….………………………….……..118 Teaching Activities………………………………………….……119 Types of Assessments………………………………………….…119 Pronunciation Instruction………………………………………...120 The English Teachers’ Perception of the Seriousness of the Problem of English Curriculum Continuity…………………………………………………………...…120 CHAPTER 6: CONCLUSION……………………………………………………..122 Summary of Major Findings………………………………………….………………122 The Significance of the Factors Influencing the English Curriculum Continuity……………………………………………………………………122 The Significance of the Strategies for Promoting the English Curriculum Continuity…………………………………………………………………….123 The Differences of English Education between Elementary and Junior High Schools in Terms of Teachers’ Professional Background and Teaching Practices……….……………………………………………………….…….124 Pedagogical Implications……………………………………………………………..125 Limitations of the Study………………………………………………………………129 Suggestions for Future Studies……………………………………………………..…131 REFERENCES………………………………………………………………………133 APPENDIX………………………………………………………...………………...143 A Questionnaire on the Strategies for Connecting English Curricula between Elementary and Junior High Schools in Taipei City………………………..143 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0094951007 | en_US |
| dc.subject (關鍵詞) | 課程銜接 | zh_TW |
| dc.subject (關鍵詞) | curriculum continuity | en_US |
| dc.title (題名) | 臺北市國中小英語課程銜接之研究 | zh_TW |
| dc.title (題名) | Study on the Continuity of English Curricula between Elementary and Junior High Schools in Taipei City | en_US |
| dc.type (資料類型) | thesis | en |
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