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題名 國小英語教師對於台灣現行國小英語教科書之評析
An evaluation of the current elementary english textbooks: Teachers’ perspectives
作者 劉珊汝
Liu, Shan Ju
貢獻者 林啟一
Lin, ChiYee
劉珊汝
Liu, Shan Ju
關鍵詞 教科書
教科書評鑑
教科書選用
九年一貫課程
課本
習作
教師手冊
教具
學生英語程度
textbook
textbook evaluation
textbook selection
Nine-year Integrated Curriculum
students` textbook
students` workbook
teachers` manual
teaching aids
students’ English proficiency level
日期 2008
上傳時間 19-Sep-2009 13:05:26 (UTC+8)
摘要 九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。
      本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。
      研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現:
      1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之
      差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、
      真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩
      版之教材在此評比項目無顯著之表現。
      2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。
      3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學
      生英語程度差異太大。
      4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版
      社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理
      念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及
      出版社是否舉辦教師研習及師訓活動。
      5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教
      科書時並未採用任何評選指標。
      6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教
      師評選之會議。
Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews.
      The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks.
      The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows:
      1. Among the four textbooks in use, there is no
      significant difference between each version in
     　　　 overall evaluation, except that the content of the
      textbook published by Hanlin is superior to that
      published by Kang Hsuan in terms of providing the
      meaningful and realistic learning situation in
      vocabulary learning and practices.
      2. Most English teachers are dissatisfied with the
      students’ workbook and teacher’s manual.
      3. A great diversity of students’ English proficiency
      levels is the greatest problem teachers encountered
      when using all those textbooks.
      4. The service and attitude of the publishers is seen
      as the most important criterion for selecting the
      materials.
      5. In most schools, textbooks are selected mainly by
      English teachers, but no checklists or criteria are
      used in selecting the textbooks.
      6. The common procedure of selecting the textbook is a
      browse of the materials, an introduction seminar
      held by the publishers, and then a meeting for the
      decision of textbook selection.
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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
93951012
97
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0093951012
資料類型 thesis
dc.contributor.advisor 林啟一zh_TW
dc.contributor.advisor Lin, ChiYeeen_US
dc.contributor.author (Authors) 劉珊汝zh_TW
dc.contributor.author (Authors) Liu, Shan Juen_US
dc.creator (作者) 劉珊汝zh_TW
dc.creator (作者) Liu, Shan Juen_US
dc.date (日期) 2008en_US
dc.date.accessioned 19-Sep-2009 13:05:26 (UTC+8)-
dc.date.available 19-Sep-2009 13:05:26 (UTC+8)-
dc.date.issued (上傳時間) 19-Sep-2009 13:05:26 (UTC+8)-
dc.identifier (Other Identifiers) G0093951012en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/37296-
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) 93951012zh_TW
dc.description (描述) 97zh_TW
dc.description.abstract (摘要) 九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。
      本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。
      研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現:
      1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之
      差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、
      真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩
      版之教材在此評比項目無顯著之表現。
      2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。
      3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學
      生英語程度差異太大。
      4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版
      社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理
      念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及
      出版社是否舉辦教師研習及師訓活動。
      5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教
      科書時並未採用任何評選指標。
      6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教
      師評選之會議。		zh_TW
dc.description.abstract (摘要) Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews.
      The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks.
      The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows:
      1. Among the four textbooks in use, there is no
      significant difference between each version in
     　　　 overall evaluation, except that the content of the
      textbook published by Hanlin is superior to that
      published by Kang Hsuan in terms of providing the
      meaningful and realistic learning situation in
      vocabulary learning and practices.
      2. Most English teachers are dissatisfied with the
      students’ workbook and teacher’s manual.
      3. A great diversity of students’ English proficiency
      levels is the greatest problem teachers encountered
      when using all those textbooks.
      4. The service and attitude of the publishers is seen
      as the most important criterion for selecting the
      materials.
      5. In most schools, textbooks are selected mainly by
      English teachers, but no checklists or criteria are
      used in selecting the textbooks.
      6. The common procedure of selecting the textbook is a
      browse of the materials, an introduction seminar
      held by the publishers, and then a meeting for the
      decision of textbook selection.		en_US
dc.description.tableofcontents TABLE OF CONTENTS
     
     Acknowledgements……………………………………………………… iv
     Chinese Abstract............................................. xi
     English Abstract................................... xiii
     
     Chapter
     1. Introduction....................................... 1
      1.1 Background and Motivation........................ 1
      1.2 Purpose of the Study............................. 3
      1.3 Significance of the Study........................ 4
     2. Literature Review.................................. 5
      2.1 The Nine-year Integrated Curriculum and the
      English Syllabus................................. 5
      2.1.1 Writing Principles of the English Textbooks
      in the Nine-year Integrated Curriculum........ 7
      2.1.2 Communicative Language Teaching (CLT) ........ 7
      2.2 Textbook Evaluation and Selection................ 9
      2.3 Research Questions.............................. 13
     3. Method............................................ 15
      3.1 Subjects........................................ 16
      3.2 Instruments..................................... 18
      3.2.1 Textbooks.................................... 18
      3.2.2 Questionnaire................................ 19
      3.2.2.1 Questions for teachers’ background
      information............................... 20
      3.2.2.2 Questions for textbook evaluation......... 21
      3.2.2.3 Questions for textbook selection.......... 21
      3.2.2.4 Questions for problems or difficulties
      teachers Encountered...................... 22
      3.2.3 Interviews with English teachers ............ 22
      3.3 Procedures...................................... 23
      3.4 Data analysis................................... 24
     4. Results........................................... 25
      4.1 Background Information.......................... 25
      4.2 Textbook Evaluation............................. 28
      4.2.1 The evaluation of the students` textbooks.... 28
      4.2.1.1 Evaluation of the overall contents of
      textbooks................................. 28
      4.2.1.2 Evaluation of language components in the
      textbooks................................. 31
      4.2.1.3 Evaluation of the improvement of students’
      language abilities in the textbooks........ 33
      4.2.2 Evaluation of the content of students’
      workbooks..................................... 33
      4.2.3 Evaluation of the teaching materials of
      teachers’ manual............................. 34
      4.3 The Problems or Difficulties Teachers
      Encountered..................................... 36
      4.4 The Degree of Teachers’ Satisfaction with
      Students’ Workbooks and Teachers’.............. 37
      4.5 Textbook Selection.............................. 40
      4.5.1 The importance of the criteria considered in
      textbook selection........................... 40
      4.5.2 Members of textbook selection committee...... 48
      4.5.3 The procedure of textbook selection.......... 51
      4.5.4 Changing versions of in-use textbooks........ 56
      4.6 Results from the Interviews with the Teachers... 58
      4.6.1 Results from the interviews with the
      elementary school English teachers........... 58
      4.6.2 Results from the interviews with the junior
      high school English.......................... 62
     5. Discussion........................................ 63
      5.1 Summary of the Results.......................... 63
      5.1.1 Teachers’ perspectives...................... 64
      5.1.2 Problems and difficulties.................... 65
      5.2 Textbook Selection.............................. 67
      5.3 Implications.................................... 68
      5.4 Suggestions for Future Studies.................. 69
     
     References........................................... 72
     Appendixes
     
      A. Questionnaire of the study....................... 76
     
      B. Tests of Homogeneity of Variances................ 84
      B1. Test of the homogeneity of the overall
      evaluation among four versions of textbooks.... 84
      B2. Test of the homogeneity of language components
      in the textbooks............................... 85
      B3. Test of the homogeneity of developing students’
      levels of proficiency among four versions of
      textbooks...................................... 85
      B4. Test of the homogeneity of students’ workbooks
      among four versions............................ 86
      B5. Test of the homogeneity of teacher’s manuals
      among four versions............................ 86
      B6. Test of the homogeneity of the teaching aids
      among four versions............................ 87
      B7. Test of the homogeneity of the design and the
      printing among four versions................... 87
     
     C. Multiple Comparisons by Tukey HSD................. 88
      C1. Evaluation of the overall evaluation of the four
      textbooks....................................... 88
      C2. Evaluation of the language components of the four
      textbooks....................................... 97
      C3. Evaluation of the development of the language
      abilities in the four textbooks................ 103
      C4. Evaluation of the teacher’s manuals........... 107
      C5. Evaluation of the students’ workbooks......... 111
      C6. Evaluation of the teaching aids................ 116
      C7. Evaluation of the design and the printing...... 118
     
     D. Interview Questions.............................. 121
     
     E. Nine-year Integrated Curriculum in
      English Education................................ 122
     
     
     List of Tables
     Table 3.1 Counties and cities in four areas in
      Taiwan..................................... 16
     Table 3.2 Distribution of schools in four areas in
      Taiwan..................................... 17
     Table 3.3 Distribution of 300 subjects in four areas
      in Taiwan.................................. 17
     Table 3.4 Distribution of the in-use textbooks....... 18
     Table 3.5 Return rate of the questionnaire........... 20
     Table 4.1 Background information of the subjects..... 26
     Table 4.2 Subjects’ use of the in-use textbooks...... 27
     Table 4.3 Forms used in the textbooks represented by
      frequency.................................. 29
     Table 4.4 Teaching aids provided by the publishers... 30
     Table 4.5 Services provided by the publishers........ 30
     Table 4.6 Comparisons among four textbook in item 5
      by Tukey HSD............................... 32
     Table 4.7 Comparisons among four textbooks in item 2
      by Tukey HSD............................... 35
     Table 4.8 Problems or difficulties teachers
      encountered................................ 36
     Table 4.9 The degree of teachers’ satisfaction with
      students’ workbooks....................... 37
     Table 4.10 Reasons for being dissatisfied with
      students’ workbooks...................... 38
     Table 4.11 The degree of teachers’ satisfaction with
      teachers’ manuals........................ 39
     Table 4.12 Reasons for being dissatisfied with
      teachers’ manuals........................ 40
     Table 4.13 The importance of each criterion
      considered in textbook selection.......... 41
     Table 4.14 The importance of each criterion in
      textbook selection by Chi-Square Test..... 43
     Table 4.15 Comparisons among the four parts of Taiwan
      in item 8, difficulty levels of grammar,
      by Tukey HSD.............................. 44
     Table 4.16 Comparisons among the four parts of Taiwan
      in item 9, size of vocabulary,
      by Tukey HSD.............................. 45
     Table 4.17 Comparisons among the four parts of Taiwan
      in item 11, content of students’ workbooks,
      by Tukey HSD.............................. 47
     Table 4.18 Members of textbook selection committee... 48
     Table 4.19 Organization of the committee of textbook
      selection................................. 49
     Table 4.20 Teachers’ experiences of attending
      workshops on textbook evaluation and
      selection................................. 51
     Table 4.21 The procedure of textbook selection....... 52
     Table 4.22 The weight of each step in textbook
      selection................................. 54
     Table 4.23 Adoption of checklists in textbook
      selection................................. 54
     Table 4.24 The development of the checklist for
      textbook selection........................ 55
     Table 4.25 The result of changing the version of
      textbooks by cross tabulation............. 56
     Table 4.26 Reasons why the original versions of
      textbooks were be changed to others....... 57
     
     
     List of Figures
     Figure 3.1. The procedure of conducting the study..... 23
     Figure 4.1. The comparisons among four textbooks in
      item 5 by Tukey HSD....................... 33
     Figure 4.2. The comparisons among four textbooks in
      item 2 by Tukey HSD....................... 35
     Figure 4.3. The comparisons among four parts of Taiwan
      in item 8 by Tukey HSD.................... 45
     Figure 4.4. The comparisons among four parts of Taiwan
      in item 9 by Tukey HSD.................... 46
     Figure 4.5. The comparisons among four parts of Taiwan
      in item 11 by Tukey HSD................... 48		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/#G0093951012en_US
dc.subject (關鍵詞) 教科書zh_TW
dc.subject (關鍵詞) 教科書評鑑zh_TW
dc.subject (關鍵詞) 教科書選用zh_TW
dc.subject (關鍵詞) 九年一貫課程zh_TW
dc.subject (關鍵詞) 課本zh_TW
dc.subject (關鍵詞) 習作zh_TW
dc.subject (關鍵詞) 教師手冊zh_TW
dc.subject (關鍵詞) 教具zh_TW
dc.subject (關鍵詞) 學生英語程度zh_TW
dc.subject (關鍵詞) textbooken_US
dc.subject (關鍵詞) textbook evaluationen_US
dc.subject (關鍵詞) textbook selectionen_US
dc.subject (關鍵詞) Nine-year Integrated Curriculumen_US
dc.subject (關鍵詞) students` textbooken_US
dc.subject (關鍵詞) students` workbooken_US
dc.subject (關鍵詞) teachers` manualen_US
dc.subject (關鍵詞) teaching aidsen_US
dc.subject (關鍵詞) students’ English proficiency levelen_US
dc.title (題名) 國小英語教師對於台灣現行國小英語教科書之評析zh_TW
dc.title (題名) An evaluation of the current elementary english textbooks: Teachers’ perspectivesen_US
dc.type (資料類型) thesisen
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