- 學位論文
聽力教學的實踐與發現－－以新竹縣六家高中高二多元選修學生為例
Practice and Discovery of Listening Teaching－－Take the Sophomore students in Hsinchu County Liou-Jia Senior High School as an example
摘要
在現行教學現場上以及學術研空上，對於「聆聽」方面的教學並沒有太多著墨，但 108課綱中有明確寫出高中生應具備的聆聽能力，因此在鍾宗憲教授的帶領之下，一群老師產出了一份專門針對高中生設計的聆聽教學教案。研究者透過聽力教案的實際操作，提出精進此份教案的建議，以期補足高中「聆聽」教學的不足。經過兩個學期兩個班的課程後，發現學生的前測與後測成果有所差異，研究者針對學生的背景、學習狀況與學習表現進行分析，並檢討此教案可以調整的部分，給出以下建議：課程架構要更貼近教學目的、教學素材要更貼近生活、前測與後測要有更有效的檢測方式。另外，研究者也建議要進行聆聽教學的教師，除了在專門的聆聽課程上增加學生能力外，也要在平時的課程中進行聆聽教學，並同時增強說讀寫三項能力，才能使學生的聆聽能力有顯著的增長。最後，也期待能有更多教師投出「聆聽」教學的行列，使高中階段「聆聽」教學不再一片空白。
並列摘要
In the current teaching field and academic research field, there is not much emphasis on the teaching of "listening". However, the 108 curriculum clearly states the listening skills that high school students should possess. Therefore, under the leadership of Professor Zhong Zongxian, A group of teachers produced a listening teaching lesson plan specifically designed for high school students. Through the actual operation of the listening teaching plan, the researcher put forward suggestions for improving this teaching plan, hoping to make up for the shortcomings of "listening" teaching in high schools. After two semesters and two classes, it was found that there were differences between students' pre-test and post-test results. The researcher analyzed the students' background, learning status and learning performance, and reviewed the parts of the lesson plan that could be adjusted, and gave The following suggestions are made: the course structure should be closer to the teaching purpose, the teaching materials should be closer to life, and the pre-test and post-test should have more effective testing methods. In addition, researchers also suggest that teachers who want to teach listening should not only increase students' abilities in special listening courses, but also teach listening in regular courses and enhance the three abilities of speaking, reading and writing at the same time, so that students can improve their listening skills. Significant growth in listening skills. Finally, I also hope that more teachers will join the ranks of "listening" teaching, so that "listening" teaching in high schools will no longer be blank.