| dc.contributor.advisor | 許炳煌 | zh_TW |
| dc.contributor.advisor | Sheu, Ping Huang | en_US |
| dc.contributor.author (Authors) | 曾子芸 | zh_TW |
| dc.contributor.author (Authors) | Tseng, Tzu Yun | en_US |
| dc.creator (作者) | 曾子芸 | zh_TW |
| dc.creator (作者) | Tseng, Tzu Yun | en_US |
| dc.date (日期) | 2011 | en_US |
| dc.date.accessioned | 12-Apr-2012 13:47:11 (UTC+8) | - |
| dc.date.available | 12-Apr-2012 13:47:11 (UTC+8) | - |
| dc.date.issued (上傳時間) | 12-Apr-2012 13:47:11 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0096551017 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/52503 | - |
| 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) | 96551017 | zh_TW |
| dc.description (描述) | 100 | zh_TW |
| dc.description.abstract (摘要) | 本研究旨在藉由探討教科書評選指標的權重，了解國小英語教師對於英語教科書評選所採用之評選指標的看法，以及其教師背景對英語教科書評選的影響。本研究方法採用階層程序分析法(AHP), 並由文獻探討將教科書評選指標分為2大層面，5大向度，以及26個指標，建構出階層程序分析法問卷，以隨機方式發放於台北市12個行政區公私立126位國小正式英語教師，並藉由Expert Choice 2000 軟體分析，計算出各層面、向度、指標之權重值，並予以排序。 研究主要結果如下： 1.教師重視教科書內在評選高於外在評選。 2.教科書外在評選，教師較為重視整體編排架構；教科書內在評選，教師認 為語言能力比語言成分重要。 3.整體編排架構裡，教師認為最重要的指標為「使用英語文正確、自然流 暢。」；編印設計，最重要的指標為「字體大小適宜，印刷清楚。」； 4.教具與輔助教材，最重要的指標為「提供配合課程的電腦多媒體教材。」 5.教科書內在評選，男性教師較重視教科書語言成分；女性教師則較重視 語言能力。教學經驗較少的教師重視語言成分高於語言能力；教學經驗較 豐富的教師則認為語言能力較為重要。 6.教具與輔助教材，學士學歷教師較重視指標為「提供配合課程的電腦多媒 體教材。」；碩士學歷教師較重視指標為「CD發音正確清晰，速度適 宜。」 綜合本研究結果，教師對於教科書評選指標有不同看法及重視程度，期能提供教師對於教科書評選及評選指標有進一步瞭解。 | zh_TW |
| dc.description.abstract (摘要) | The current study aimed to understand how elementary English teachers in Taiwan prioritized criteria for textbook evaluation, and whether their various backgrounds influenced their prioritization of criteria. The research framework was constructed based on Analytic Hierarchy Process (AHP), including 2 objectives, 5 sub-objectives, and 25 criteria. An AHP questionnaire was randomly administered to 126 elementary English teachers in Taipei City. All the data were analyzed by means of the software Expert Choice 2000. The major findings in the current study are summarized below. 1.Internal evaluation of textbooks was prioritized before External evaluation by a majority of the teachers. 2.In external evaluation, most teachers emphasized General features of a textbook; in internal evaluation, teachers focused more on Language skills rather than Language components in a textbook. 3.Concerning criteria for evaluating General features of textbooks, teachers considered the criterion Accuracy and fluency most important; as for Layout and physical makeup of a textbook, the criterion Typeface came out top; in Teaching aids, Multimedia was viewed as the most crucial criterion. 4.In respect to criteria for evaluating Language components and Language skills in textbooks, the criterion Integration of components and Integration of skills were respectively emphasized by teachers. 5.While male teachers focused more on Language components of a textbook, female teachers found Language skills more important. 6.Novice teachers were more in favor of Language components than Language skills; however, to more experienced teachers, it was Language skills that they prioritized first. 7.For criteria evaluating Teaching aids of a textbook, teachers with a Bachelor`s degree prioritized Multimedia as the most important criterion, while teachers holding a Master`s degree put much emphasis on the Quality of CDs. To conclude, it is hoped that these findings can shed light on textbook development and provide useful information for teachers when selecting and evaluating textbooks and for textbook developers when compiling textbooks for students. | en_US |
| dc.description.tableofcontents | Acknowledgement................................iii Table of Contents..............................iv List of Tables.................................ix List of Figures...............................xii Chinese Abstract..............................xiii English Abstract..............................xv Chapter 1.Introduction.............................1 Background and Motivation..................1 Purpose and Research Questions of the Study...............7 Definition of Terms..............8 Significance of the Study.................................9 2. Literature Review..............11 The Grade 1-9 Curriculum..................................11 The Importance of Textbooks......13 The Selection and Evaluation of Textbooks................16 Approaches of Textbook Evaluation........................18 Pre-use, in-use, and after-use approach...................18 The checklist model......................................19 External and internal evaluation approach.................20 Criteria for Textbook Evaluation.........................23 Influences of Teachers on Textbook Evaluation.............28 Relevant Studies on Textbook Selection and Evaluation ...30 Teachers` Perspectives on Textbook Selection and Evaluation ..........30 Studies on elementary English teachers...................31 Studies on junior high English teachers.............35 Influence of Teachers` Background on Textbook Selection and Evaluation ........................................37 Critiques on the Previous Research.......................39 3. Methodology...............43 Construction of the Research Framework ...................43 Analytic Hierarchy Process..............43 Subjects....................46 Instruments..........................49 External Evaluation.................................51 General features .........................................52 Layout and physical makeup ..........52 Teaching aids .............53 Internal Evaluation..............53 Language components ...........53 Language skills...............54 The Validity and Reliability of the Questionnaire.........58 Expert Validity.........................................58 Expert validity: Professors` Review.......................58 Expert validity: English Teachers` Review.........60 Research Procedure.................61 Data Analysis........................................64 4. Results and Discussion......................65 Distribution of the Questionnaire...............................65 Results of Pairwise Comparison ..................66 Pairwise Comparison of Objectives of Textbook Evaluation....67 Pairwise Comparison of External Evaluation......................................68 Comparison of Criteria of General features................................69 Comparison of Criteria of Layout and physical makeup.............72 Comparison of Criteria of Teaching aids.....................................73 Pairwise Comparison of Internal Evaluation.......................................74 Comparison of Criteria of Language components.......................75 Comparison of Criteria of Language skills..................................77 Influence of Background of Teachers on Pairwise Comparison..................79 Influence of Gender on Pairwise Comparison ....................................79 Comparison of Sub-objectives of External evaluation between male/female ....................80 Comparison of Sub-objectives of Internal evaluation between male/female .......................81 Comparison of Criteria of General features between male/female ..................82 Comparison of Criteria of Layout and physical makeup betweenmale/female ..................83 Comparison of Criteria of Teaching aids between male/female .................84 Comparison of Criteria of Language components between male/female ..................84 Comparison of Criteria of Language skills between male/female .....................85 Influence of Teaching Experience on Pairwise Comparison...............86 Comparison of Sub-objectives of External evaluation among teachers with various experience ...................87 Comparison of Sub-objectives of Internal evaluation among teachers with various experience .........................88 Comparison of Criteria of General features among teachers with various experience ................................89 Comparison of Criteria of Layout and physical makeup among teachers with various experience ...........90 Comparison of Criteria of Teaching aids among teachers with various experience ...................................91 Comparison of Criteria of Language components among teachers with various experience. ........................92 Comparison of Criteria of Language skills among teachers withvarious experience..................................93 Influence of Education Degree on Pairwise Comparison......94 Comparison of Sub-objectives of External evaluation between teachers with a Bachelor`s/ Master`s degree.......95 Comparison of Sub-objectives of Internal evaluation between teachers with a Bachelor`s/ Master`s degree..............96 Comparison of Criteria of General features between teachers with a Bachelor`s/ Master`s degree......................96 Comparison of Criteria of Layout and physical makeup between teachers with a Bachelor`s/ Master`s degree......97 Comparison of Criteria of Teaching aids between teachers with a Bachelor`s/ Master`s degree.............98 Comparison of Criteria of Language components between teachers with a Bachelor`s/ Master`s degree...............98 Comparison of Criteria of Language skills between teachers with a Bachelor`s/ Master`s degree...................99 Summary and Conclusion of the Results....................100 5. Conclusion..................................107 Summary of the Study...................................107 Pedagogical Implications ..................................109 Limitations of the Study ................................111 Suggestions for Further Research ........................112 References..........................................115 Appendixes.............................................123 A: Shih’s Checklist for Elementary English Material Selection and Evaluation ...........123 B: AHP Questionnaire for Textbook Evaluation (Original) ...........125 C: AHP questionnaire for Textbook Evaluation (Final) ....135 | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0096551017 | en_US |
| dc.subject (關鍵詞) | 教科書評選 | zh_TW |
| dc.subject (關鍵詞) | 階層程序分析法 | zh_TW |
| dc.subject (關鍵詞) | Textbook evaluation | en_US |
| dc.subject (關鍵詞) | Analytic Hierarchy Process | en_US |
| dc.title (題名) | 國小英語教科書評選指標之研究 | zh_TW |
| dc.title (題名) | A study on criteria for elementary english textbook evaluation | en_US |
| dc.type (資料類型) | thesis | en |
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