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題名 大學通識英文之「課程指標」與「學習成效」評析 作者 崔正芳 貢獻者 崔正芳
林翰儀
唐嘉蓉
葉潔宇
張惠梅
王美慧
侯彥凌
招靜琪關鍵詞 大學英文
英語教學
通識學習
課程指標
College English
TESOL
general education
English course criteria日期 2009-12-31 上傳時間 9-四月-2010 16:01:47 (UTC+8) 摘要 本研究針對國立政治大學「大學英文（一）、（二）」之通識課程指標實施狀 況與學生學習成效進行問卷調查，問卷對象為97 學年度修習大學英文（一）（二） 之學生(N = 1834)及該年度授課教師 (N = 24)，學生自我評量其學習成效，老師 則評量所教授學生之學習成效以及通識課程指標之落實情形。 研究結果顯示，整體而言，老師對學生英文聽、說、讀三項技能的評量與學 生自評有所出入，學生自己比較不覺得有老師評估得那麼好。惟在英文書寫能力 方面，老師與學生的評估趨於一致。而在通識領域的學習，學生對課程中能幫助 他們瞭解自我、獨立學習及跨文化學習的部分與老師有顯著不同的評估，但對於 修課是否有助於學習與他人互動，學生的評估則與老師的相近。對於通識課程指 標之回饋，老師們對於現行課程指標之實用性，一般來說皆持正面評價，大部份 的老師同意該指標能做有效之教學指引，並同意能落實四至六成於課程中。 研究中並進行聚焦訪談 (focus group) 的資料蒐集，除了前述的正向回饋 外，參與的老師們並提出，現行課程指標尚需明列課程宗旨(mission statement)， 具體說明每一課程所預設之學生整體能力及目標程度為何，以便讓所有任課教師 都清楚共同的目標，即便在沒有共同的教科書狀況下，也能夠有教學共識。另外 針對課程指標中以字彙量決定課程難易度及較為抽象的通識精神指標，訪談的老 師們亦提供了修正的意見及課室教學建議。
The purpose of the current study is twofold: (1) to document how teachers and students of College English I & II would evaluate the learning outcomes of the said English coursework; (2) to investigate how the English Course Criteria, which have taken effect since 2004, are being implemented in classroom practice. Subjects are students (N = 1834) enrolled in College English I in Fall, 2008 and College English II in Spring, 2009 and their teachers (N = 24). Students completed a survey evaluating their own English language abilities while teachers responded to an identical survey evaluating the performance of their own students. Also, all teachers responded to another part of the Teacher Survey regarding their opinion on the English Course Criteria. Findings suggest that, in general, teachers tended to give higher ratings on students’ language abilities. Specifically, on English listening, speaking, reading abilities, teachers gave significantly higher ratings than students’ self-evaluated ratings. Writing ability, on the other hand, is the only language skill in which teachers and students rated similarly. As for learning outcomes in the general education domain, students and teachers once again demonstrated significantly different perceptions. As for the usefulness of the existing English Course Criteria, a majority of the teachers responded positively and stated to have managed to implement 40~60 percent of the criteria into their classrooms. A follow-up “focus group” conducted with some of the teacher respondents further yielded specific suggestions for its future modification and classroom implementation.資料類型 report dc.contributor 崔正芳 zh_TW dc.contributor 林翰儀 zh_TW dc.contributor 唐嘉蓉 zh_TW dc.contributor 葉潔宇 zh_TW dc.contributor 張惠梅 zh_TW dc.contributor 王美慧 zh_TW dc.contributor 侯彥凌 zh_TW dc.contributor 招靜琪 zh_TW dc.creator (作者) 崔正芳 zh_TW dc.date (日期) 2009-12-31 - dc.date.accessioned 9-四月-2010 16:01:47 (UTC+8) - dc.date.available 9-四月-2010 16:01:47 (UTC+8) - dc.date.issued (上傳時間) 9-四月-2010 16:01:47 (UTC+8) - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/38753 - dc.description.abstract (摘要) 本研究針對國立政治大學「大學英文（一）、（二）」之通識課程指標實施狀 況與學生學習成效進行問卷調查，問卷對象為97 學年度修習大學英文（一）（二） 之學生(N = 1834)及該年度授課教師 (N = 24)，學生自我評量其學習成效，老師 則評量所教授學生之學習成效以及通識課程指標之落實情形。 研究結果顯示，整體而言，老師對學生英文聽、說、讀三項技能的評量與學 生自評有所出入，學生自己比較不覺得有老師評估得那麼好。惟在英文書寫能力 方面，老師與學生的評估趨於一致。而在通識領域的學習，學生對課程中能幫助 他們瞭解自我、獨立學習及跨文化學習的部分與老師有顯著不同的評估，但對於 修課是否有助於學習與他人互動，學生的評估則與老師的相近。對於通識課程指 標之回饋，老師們對於現行課程指標之實用性，一般來說皆持正面評價，大部份 的老師同意該指標能做有效之教學指引，並同意能落實四至六成於課程中。 研究中並進行聚焦訪談 (focus group) 的資料蒐集，除了前述的正向回饋 外，參與的老師們並提出，現行課程指標尚需明列課程宗旨(mission statement)， 具體說明每一課程所預設之學生整體能力及目標程度為何，以便讓所有任課教師 都清楚共同的目標，即便在沒有共同的教科書狀況下，也能夠有教學共識。另外 針對課程指標中以字彙量決定課程難易度及較為抽象的通識精神指標，訪談的老 師們亦提供了修正的意見及課室教學建議。 zh_TW dc.description.abstract (摘要) The purpose of the current study is twofold: (1) to document how teachers and students of College English I & II would evaluate the learning outcomes of the said English coursework; (2) to investigate how the English Course Criteria, which have taken effect since 2004, are being implemented in classroom practice. Subjects are students (N = 1834) enrolled in College English I in Fall, 2008 and College English II in Spring, 2009 and their teachers (N = 24). Students completed a survey evaluating their own English language abilities while teachers responded to an identical survey evaluating the performance of their own students. Also, all teachers responded to another part of the Teacher Survey regarding their opinion on the English Course Criteria. Findings suggest that, in general, teachers tended to give higher ratings on students’ language abilities. Specifically, on English listening, speaking, reading abilities, teachers gave significantly higher ratings than students’ self-evaluated ratings. Writing ability, on the other hand, is the only language skill in which teachers and students rated similarly. As for learning outcomes in the general education domain, students and teachers once again demonstrated significantly different perceptions. As for the usefulness of the existing English Course Criteria, a majority of the teachers responded positively and stated to have managed to implement 40~60 percent of the criteria into their classrooms. A follow-up “focus group” conducted with some of the teacher respondents further yielded specific suggestions for its future modification and classroom implementation. en dc.description.note 執行期間： 97 年 11 月 1 日至 98 年 12 月31 日 執行單位：國立政治大學 外文中心 zh_TW dc.format.extent 391065 bytes - dc.format.mimetype application/pdf - dc.language zh_TW en dc.language.iso en_US - dc.subject (關鍵詞) 大學英文 zh_TW dc.subject (關鍵詞) 英語教學 zh_TW dc.subject (關鍵詞) 通識學習 zh_TW dc.subject (關鍵詞) 課程指標 zh_TW dc.subject (關鍵詞) College English en dc.subject (關鍵詞) TESOL en dc.subject (關鍵詞) general education en dc.subject (關鍵詞) English course criteria en dc.title (題名) 大學通識英文之「課程指標」與「學習成效」評析 zh_TW dc.type (資料類型) report en
