- 期刊
城郊地區國小英語教師教學品質之比較研究
A Comparative Study on Teaching Quality Display Patterns of Elementary School English Teachers between Urban and Rural Areas
摘要
本研究旨在探討國小英語教師教學品質的議題，並深入分析比較城郊地區國小英語教師的教學品質產出模式，分別呈現兩者的不同樣貌。經由相關文獻分析，形成三個研究問題，以及其下之概念架構：1.城郊地區國小英語教師教學前（教學計畫）之教學品質表現型態差異為何－包含統整學科內容、嫻熟教材教法、瞭解學生特質與背景、訂定教學目標、以及設計彈性變化的教學方案等指標。2.城郊地區國小英語教師教學中（教學互動）之教學品質表現型態差異為何－包含有效率運用教學時間、教材呈現方式清晰而富結構及邏輯性、教學內容經適切轉換、依據實際需要機動調整教學活動、提供學生足夠份量的練習與相互問答回饋、展現教學熱忱提升學生學習氣氛、以及鼓勵學生正向行為與師生正向互動等指標。3.城郊地區國小英語教師教學後（教學評量）之教學品質表現型態差異為何－包含測驗的有效實施、教學反省思考、課後追蹤補救與適時回饋、以及適時修正教學目標與教學計畫等指標。研究者對高雄市、澎湖縣各10位優秀國小英語教師進行半結構式深度訪談，經整理分析訪談內容，發現城、郊地區由於服務學校所在地之場域特性、學校規模及班級人數、英語教師工作型態等因素的差異，導致兩地國小英語教師之教學品質表現模式確有差別，並進而依上述研究概念架構描繪出兩者的具體樣貌。
並列摘要
This research aimed to develop a framework for the evaluation of elementary school English teaching quality and thereby depict and compare the patterns of teaching quality display elementary school English teachers in urban/rural areas could offer. Through referencing the literature concerned, the framework of study was formed as follows:1. Pre-teaching stage-Indices include integrity of domain knowledge, mastery of teaching approaches and techniques, knowledge of students' family and community background, as well as setting of teaching/learning goals.2. In-teaching stage-Indices include efficiency of time utilization, clarity of teaching material presentation, properness of language transference, flexibility on teaching activity adjustment, sufficiency of oral practice and feedback, enthusiasm in creation of high learning spirits, as well as encouragement of students' positive learning behaviors and constructive interactions with teacher.3. Post-teaching stage-Indices include evaluation of students' learning status, reflections on past teaching, remedial teaching and post-class feedback, as well as adjustment of teaching plan and goal.Then, 20 well-qualified and experienced teachers, 10 serving in Kaohsiung and the other 10 in Penghu, were interviewed. The analysis results of the semi-structured depth interview sessions revealed the urban/rural teaching quality display patterns in detail and suggested that the typical teaching quality display pattern of elementary school English teachers serving in the urban area differed on all indices from that of teachers serving in the rural area. The major factors behind those differences were cultural properties of district, scale of school, scale of class, as well as teacher's schedule.