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題名 國中英語教師對區分性教學應用於國中普通班英語課室的教學信念與實踐之研究
A Study on Teachers` Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classrooms
作者 王如玉
Wang, Ru Yu
貢獻者 余明忠
Yu, Ming Chung
王如玉
Wang, Ru Yu
關鍵詞 區分性教學
信念
Differentiated instruction
Beliefs
日期 2012
上傳時間 2-Sep-2013 17:43:53 (UTC+8)
摘要 本研究以問卷調查法，針對桃園縣公立國中的342位英語教師進行問卷發放，回收後的問卷透過描述性統計、獨立樣本T檢定、單因子變異數分析及相關係數進行統計分析。以瞭解英語教師對於區分性教學的信念與課室教學現況、區分性教學信念與教學行為之間的關連性、以及影響區分性教學信念與教學行為的背景因素為何。
      根據統計結果顯示：大部分國中英語教師對於區分性教學抱持正向的信念，也會將區分性教學原則應用於英語教學。而雖然統計結果顯示教師尚未能將對區分性教學的信念完全實踐在課室教學中，但教師信念對於教學實踐具有正相關，因此教師若對區分性教學有較高的認同度，那麼教師對於對於區分性教學也會有更高的實踐度。此外，本研究也發現區分性教學的研習經驗，與閱讀相關文獻均可提升教師對於區分性教學的正向信念；而閱讀相關文獻及課室學生人數的多寡則會影響教師採用區分性教學的意願。最後，亦希望本研究結果能協助教師與相關教學單位提升普通班英語課室中區分性教學的實施。
This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices.
      The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary.
      The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951004
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951004
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 王如玉zh_TW
dc.contributor.author (Authors) Wang, Ru Yuen_US
dc.creator (作者) 王如玉zh_TW
dc.creator (作者) Wang, Ru Yuen_US
dc.date (日期) 2012en_US
dc.date.accessioned 2-Sep-2013 17:43:53 (UTC+8)-
dc.date.available 2-Sep-2013 17:43:53 (UTC+8)-
dc.date.issued (上傳時間) 2-Sep-2013 17:43:53 (UTC+8)-
dc.identifier (Other Identifiers) G0098951004en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59624-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951004zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究以問卷調查法，針對桃園縣公立國中的342位英語教師進行問卷發放，回收後的問卷透過描述性統計、獨立樣本T檢定、單因子變異數分析及相關係數進行統計分析。以瞭解英語教師對於區分性教學的信念與課室教學現況、區分性教學信念與教學行為之間的關連性、以及影響區分性教學信念與教學行為的背景因素為何。
      根據統計結果顯示：大部分國中英語教師對於區分性教學抱持正向的信念，也會將區分性教學原則應用於英語教學。而雖然統計結果顯示教師尚未能將對區分性教學的信念完全實踐在課室教學中，但教師信念對於教學實踐具有正相關，因此教師若對區分性教學有較高的認同度，那麼教師對於對於區分性教學也會有更高的實踐度。此外，本研究也發現區分性教學的研習經驗，與閱讀相關文獻均可提升教師對於區分性教學的正向信念；而閱讀相關文獻及課室學生人數的多寡則會影響教師採用區分性教學的意願。最後，亦希望本研究結果能協助教師與相關教學單位提升普通班英語課室中區分性教學的實施。		zh_TW
dc.description.abstract (摘要) This study aimed to investigate junior high school English teachers’ beliefs and practices on differentiated instruction (DI), the correlation between their beliefs and practices, and the influential factors in their beliefs and practices.
      The statistical analyses of data from the questionnaire survey of 342 English teachers in Taoyuan County public junior high schools were performed with the SPSS statistic program. The data obtained were subjected to descriptive statistics, independent sample t-test, product-moment correlation, and ANOVA along with Scheffe’s post hoc test if necessary.
      The findings of the current study can be summed up as follows: Junior high school English teachers held positive attitude toward DI and they implemented several DI principles in their classrooms. Also, positive correlation existed between teachers’ beliefs and practices on DI. The more teachers agreed with DI, the more often they would implement DI in their classrooms. Nevertheless, the results also indicated teachers did not carry out their entire beliefs on DI into their instructional practices. Besides, attendance of workshops and reading DI-related literature could lead to teachers’ positive attitude toward DI while reading related literature and minimizing class size could motivate teachers to implement DI in their classrooms. Based on the findings, pedagogical implications and suggestions were presented for educators and the authorities concerned to make implementation of differentiated instruction more common and efficient in junior high school English classrooms.		en_US
dc.description.tableofcontents Acknowledgements ……………………………….……………..…….……….. iii
     Chinese Abstract……………………………….………………………...……. viii
     English Abstract…………………….……………...…………………..……….. ix
     Chapter One: Introduction…………………………..………………………… 1
     Chapter Two: Literature Review…………………………………...………..... 5
      Differentiated Instruction ……………………………………………............. 5
      Definition of Differentiated Instruction …………………….….............. 5
      Significance of Differentiated Instruction………………….…………… 6
      Characteristics of Differentiated Instruction………………….………… 9
      Adjustment in Differentiated Instruction…………………………........... 10
      Principles of Differentiated Instruction……………….……………….…12
      Studies on Differentiated Instruction in Heterogeneous Regular Classrooms………..………………………………………….……............17
      Studies on Differentiated Instruction in Foreign Language Learning…………………………………………………………..……….18
      Teachers’ Beliefs and Practices………………………………………..…….....20
      Definition and Characteristics of Teachers’ Beliefs………..…………..… 21
      Sources of Teachers’ Beliefs……………………………….………….....23
      Relationship between Teachers` Beliefs and Instructional Practices………26
      Possible Reasons for the Inconsistency between Beliefs and Practices …..29
      Research on Teachers’ Beliefs and Practices in Multi-level EFL Classrooms
      in Taiwan……………………………………………………………..………....32
      Domestic Research on Teachers’ Beliefs toward Differentiated Instruction…....34
      Research Questions………………………………………….………….………36
     Chapter Three: Methodology……………………………...………..……….……39
      Participants……………………………………………………………….….….39
      Sampling Procedure…………………………………….….…...................39
      Background Information of Participants…………….………………….....41
      Instrument…………………………………………………………….…….….44
      Content of the Questionnaire……………..……………….………………44
      Measurement of Validity and Reliability………………….….……….…..46
      Procedures…………………………………………………….…………….…..46
      The Formal Investigation……………………………………………….…47
      Data Analysis……………………………………………………………....47
     Chapter Four: Results …………………….……………………………………...49
      Teachers’ Beliefs on Differentiated Instruction………………..…………….….49
      Teachers’ Practices on Differentiated Instruction………………………….……50
      Correlation between Teachers’ Beliefs and Practices on Differentiated
      Instruction………………………………………………………..……………...52
      Influence of Background Variables on Teachers’ Beliefs and Practices………..54
     Chapter Five: Discussion………………………………………..….…………..…59
      Junior High School Teacher’s Beliefs toward Differentiated Instruction………59
      Junior High School English Teachers’ Instructional Practices on Differentiated Instruction…………………………………………………………….…………65
      Relationship between Junior High English Teachers’ Beliefs and Practices on
      Differentiated Instruction………………………………………….……………70
      Influential Background Factors Differentiating Teachers’ Beliefs and Practices
      on Differentiated Instruction……………………………………….……..…….76
     Chapter Six: Conclusion……………………………..………………………....…79
      Summary of the study………………………………………………….……….79
      Limitation of the Study……………………………………………….………...80
      Implications and Suggestions for Future Studies………………………….……81
     References………………………………………………………………….……….85
     Appendices……………………………………………………………………..…...99
     A. Questionnaire (Chinese Version)……………………….....……….………..99
     B. Questionnaire (English Version)……………………………..…………....107		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951004en_US
dc.subject (關鍵詞) 區分性教學zh_TW
dc.subject (關鍵詞) 信念zh_TW
dc.subject (關鍵詞) Differentiated instructionen_US
dc.subject (關鍵詞) Beliefsen_US
dc.title (題名) 國中英語教師對區分性教學應用於國中普通班英語課室的教學信念與實踐之研究zh_TW
dc.title (題名) A Study on Teachers` Beliefs and Practices in the Implementation of Differentiated Instruction in Junior High School Regular English Classroomsen_US
dc.type (資料類型) thesisen
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