幼教師進行「融入式英語教學」之研究

Promote Preschool Teachers' Skills of English Teaching Activities

劉豫鳳(Yvonne Yu-Feng Liu) ； 吳青蓉(Chin-Jung Wu)

《兒童與教育研究》 4期 (2008/08) Pp. 159-186

摘要

台灣地區的幼兒園近年由於不具幼教專業之師資進行英語教學，對幼兒造成許多負面的影響。若現職的幼教師有機會在接觸相關課程以提升其英語教學能力時，其學習情形為何？又，其對自身進行英語教學所抱持之看法為何？本研究以大專院校中67位職前及在職之幼教師為研究對象，透過實施「融入式英語教學」課程，進行問卷發放、學習省思以及試教觀察、訪談等資料的蒐集。研究發現主要有二：一、透過本課程幼教師開始從幼兒園的不同活動中嘗試將英語進行適切的融入，但部分教師在調整與過往教學模式不甚相同的過程中，仍有努力的空間，在教學困難部分英語發音的能力為其最大的困境。二、幼教師認為其若針對英語能力有提升，便可以在幼兒園中進行英語教學活動，甚至可以進行的比分科之英語教師更為良好。

關鍵字

幼兒英語 ； 融入式英語教學 ； 幼教師 ； 在職教師

並列摘要

The purpose of the study was to explore preschools teachers learning process in the course of ＂English Teaching Activities for Preschool Children.＂ The findings were expected to provide insights for teachers' training curriculum. 67 pre-service and in-service teachers from the Early Childhood Care and Education (ECCE) Departments in Taiwan were investigated. Data collection is conducted through teachers' reflections, questionnaire and observations of their micro-teaching. Two major findings were as follows: First, part of teachers showed the basic skills of ＂English Teaching Activities for Preschool Children＂ in their micro-teaching, but they felt English pronunciation is the most difficult part in it. Second, the teachers changed their belief that they could teach English in preschool if they promoted their English ability even better then English teachers.

並列關鍵字

early childhood English learning ； Integrated English Learning Activities ； preschool teacher ； in-service teachers' training