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題名 在中學實行創意教學：兩位英語教師之個案研究
Implementing creative language teaching in high schools: a case study of two EFL teachers
作者 張憶欣
貢獻者 招靜琪
張憶欣
關鍵詞 創意教師
創意教學
語言教學
creative teacher
creative teaching
language teaching
日期 2009
上傳時間 9-四月-2010 15:43:41 (UTC+8)
摘要 本文旨在探討台灣中學英語教師的創意教學，並且進一步探究社會文化情境因素如何影響老師的創意教學。本研究的個案為兩位資深且具有豐富教學經驗的創意教師，分別任教於國中以及高中。本研究採質性研究法，藉由教室觀察、訪談以及文件分析收集資料。
      本研究顯示兩位創意教師的教學創意主要展現在：(1) 採用多樣化的教材以及教具，(2) 語言教學結合真實語言使用，(3) 採用學習者中心的教學法，(4) 採用多元性的評量以及 (5) 展現純熟的教室管理技巧。此外本研究也發現社會文化情境因素的確對教師發展教學創意有影響，特別是學門的守門人。而兩位創意教師的教學經歷也顯示出發展創意教學可能遇到的困境。即便創意教學的本質被認可，但是在沒有滿足社會期待的狀況下，並不一定會被學門或是領域所認同。有鑑於兩位個案教師所曾經歷的困境，本研究提出教學上的建議：實行創意教學應當先從教學上做小規模的改變，從小規模的改變開始慢慢發展，以期達到發展創意教學以及減少無法滿足社會期待的衝突。
The preset study aimed to investigate teacher’s creativity in teaching foreign languages, with emphasis on high school English teachers in Taiwan, and further investigated how sociocultural contexts influence the teachers’ creativity. The participants are two acknowledged creative English teachers, teaching in junior high school and senior high school respectively. The data collection instruments include classroom observations, interviews and document collection. The data was analyzed qualitatively to see how two creative teachers employ their creativity in teaching English as a foreign language in everyday classroom practice and how the sociocultural contexts influence the teachers’ creativity.
     Through analyzing the data, the two teachers’ teaching creativity was found to be demonstrated in (1) adopting a variety of teaching materials and aids; (2) making connections between language learning and real life; (3) giving ample space for learner-centered instruction; (4) creating multiple ways of assessment; and (5) exhibiting sophisticated classroom management strategies. Besides, the results indicated that sociocultural contexts have indeed had impacts on the teachers’ development, especially from school authority and students’ parents. Difficulties that the two teachers encountered suggest that not all the creative teaching efforts would be accepted with appreciation, although the efforts might be recognized as creative. With regard to challenges that the language teachers faced, the result suggested that implementation of creative language teaching should start with rather smaller-scale changes in teaching and progress gradually in order to maintain a balance between creative teaching and social expectations.
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描述 碩士
國立政治大學
英國語文學研究所
95551019
98
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0095551019
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.author (作者) 張憶欣zh_TW
dc.creator (作者) 張憶欣zh_TW
dc.date (日期) 2009en_US
dc.date.accessioned 9-四月-2010 15:43:41 (UTC+8)-
dc.date.available 9-四月-2010 15:43:41 (UTC+8)-
dc.date.issued (上傳時間) 9-四月-2010 15:43:41 (UTC+8)-
dc.identifier (其他 識別碼) G0095551019en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/38748-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英國語文學研究所zh_TW
dc.description (描述) 95551019zh_TW
dc.description (描述) 98zh_TW
dc.description.abstract (摘要) 本文旨在探討台灣中學英語教師的創意教學，並且進一步探究社會文化情境因素如何影響老師的創意教學。本研究的個案為兩位資深且具有豐富教學經驗的創意教師，分別任教於國中以及高中。本研究採質性研究法，藉由教室觀察、訪談以及文件分析收集資料。
      本研究顯示兩位創意教師的教學創意主要展現在：(1) 採用多樣化的教材以及教具，(2) 語言教學結合真實語言使用，(3) 採用學習者中心的教學法，(4) 採用多元性的評量以及 (5) 展現純熟的教室管理技巧。此外本研究也發現社會文化情境因素的確對教師發展教學創意有影響，特別是學門的守門人。而兩位創意教師的教學經歷也顯示出發展創意教學可能遇到的困境。即便創意教學的本質被認可，但是在沒有滿足社會期待的狀況下，並不一定會被學門或是領域所認同。有鑑於兩位個案教師所曾經歷的困境，本研究提出教學上的建議：實行創意教學應當先從教學上做小規模的改變，從小規模的改變開始慢慢發展，以期達到發展創意教學以及減少無法滿足社會期待的衝突。		zh_TW
dc.description.abstract (摘要) The preset study aimed to investigate teacher’s creativity in teaching foreign languages, with emphasis on high school English teachers in Taiwan, and further investigated how sociocultural contexts influence the teachers’ creativity. The participants are two acknowledged creative English teachers, teaching in junior high school and senior high school respectively. The data collection instruments include classroom observations, interviews and document collection. The data was analyzed qualitatively to see how two creative teachers employ their creativity in teaching English as a foreign language in everyday classroom practice and how the sociocultural contexts influence the teachers’ creativity.
     Through analyzing the data, the two teachers’ teaching creativity was found to be demonstrated in (1) adopting a variety of teaching materials and aids; (2) making connections between language learning and real life; (3) giving ample space for learner-centered instruction; (4) creating multiple ways of assessment; and (5) exhibiting sophisticated classroom management strategies. Besides, the results indicated that sociocultural contexts have indeed had impacts on the teachers’ development, especially from school authority and students’ parents. Difficulties that the two teachers encountered suggest that not all the creative teaching efforts would be accepted with appreciation, although the efforts might be recognized as creative. With regard to challenges that the language teachers faced, the result suggested that implementation of creative language teaching should start with rather smaller-scale changes in teaching and progress gradually in order to maintain a balance between creative teaching and social expectations.		en_US
dc.description.tableofcontents CHINESE ABSTRACT vii
     ENGLISH ABSTRACT viii
     INTRODUCTION 1
     Background 1
     Purpose and Research Questions of the Study 3
     LITERATURE REVIEW 4
     Definition of Creativity 4
     Approaches to the Study of Creativity 6
     Creativity in Teaching 8
     English Education in High School in Taiwan 12
     Recent Studies on Creative Teachers 10
     METHODOLOGY 14
     Participants and Their Teaching Contexts 14
     Criteria of Selecting the Participants 14
     Background of the participants 15
     Data Collection 16
     Classroom Observations 16
     Interviews 17
     Document Collection 17
     Procedure 17
     Classroom Observations 18
     Interviews 19
     Formal interviews 19
     Informal interviews 20
     Additional interviews 21
     Data Analysis 22
     Framework of the Study 22
     Analysis 24
     Reliability and Trustworthiness 25
     RESULTS AND FINDINGS 26
     Case 1: Ann 26
     Background and Teaching Experience 26
     Teaching experience and educational background 27
     Teacher training or teacher education program Ann attended 29
     Current Teaching Experience and Creative Practice 30
     Other teaching experiences 30
     Ann’s creative experience and practice 31
     The Purposes of Creative Teaching 33
     Sources of Creativity 34
     Personality 34
     Other teachers. 35
     Family members and friends 36
     Support from the academic affairs supervisor 37
     Difficulties that Ann Encountered in School and Teaching Context 37
     Case 2: Betty 41
     Background and Teaching Experience 41
     Teaching experience and educational background 41
     Teacher training or teacher education program Betty attended 43
     Current Teaching Experience and Creative Practice 44
     Other teaching experience 44
     Betty’s creative experience and practice 45
     The Purposes of Creative Teaching 48
     Sources of Creativity 49
     Personality 49
     Other teachers. 50
     Family members and friends 51
     Mass media 52
     Difficulties that Betty Encountered in School and Teaching Context 52
     CROSS CASE ANALYSIS AND DISCUSSION 54
     Addressing Research Question 1 54
     Adopting a Variety of Teaching Materials and Aids 55
     Making Connections between Language Learning and Real Life 57
     Giving Ample Space for Learner-centered Instruction 60
     Creating Multiple Ways of Assessment 62
     Exhibiting Sophisticated Classroom Management Strategies 65
     Addressing Research Question 2 66
     Similar Sociocultural Factors that Influence the Teachers’ Creativity 69
     Difference in Sociocultural Factors that Influence the Teachers’ Creativity 71
     The Challenges They Have Encountered 73
     Addressing Research Question 3 74
     CONCLUSION AND IMPLICATIONS 77
     Major Findings of the Present Study 77
     Pedagogical Implications 79
     Limitations of the Present Study 81
     Suggestions for Further Study 81
     Conclusion 82
     APPENDICES 90
     Appendix A 90
     Appendix B 92
     Appendix C 94		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0095551019en_US
dc.subject (關鍵詞) 創意教師zh_TW
dc.subject (關鍵詞) 創意教學zh_TW
dc.subject (關鍵詞) 語言教學zh_TW
dc.subject (關鍵詞) creative teacheren_US
dc.subject (關鍵詞) creative teachingen_US
dc.subject (關鍵詞) language teachingen_US
dc.title (題名) 在中學實行創意教學：兩位英語教師之個案研究zh_TW
dc.title (題名) Implementing creative language teaching in high schools: a case study of two EFL teachersen_US
dc.type (資料類型) thesisen
dc.relation.reference (參考文獻) REFERENCESzh_TW
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dc.relation.reference (參考文獻) gifted and talented. In M. A. Runco (Ed.), Theories of Creativity, (pp.13-34). Newbury Park, CA: Sage.zh_TW
dc.relation.reference (參考文獻) Albert, R. S. & Runco, M. A. (1989). Independence and cognitive ability in giftedzh_TW
dc.relation.reference (參考文獻) and exceptionally gifted boys. Journal Youth Adolescent, 18, 221-230.zh_TW
dc.relation.reference (參考文獻) Amabile, T. M. (1983). The social psychology of creativity. New York:zh_TW
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dc.relation.reference (參考文獻) Csikszentmihalyi, M. (1968). A Cross-cultural Comparison of Some Structuralzh_TW
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