教學策略與兒童美語程度之相關性研究

在全球化與少子化的衝擊下，如何制訂有效之教學策略以提升孩童的英文競爭力即是當前炙手可熱的議題。目前相關研究大多以正規學校為例，因此本研究以補習班教學為例，利用其：快速、密集、集中管理及能力分班之優勢，並採質性研究之焦點團體訪談法，探討學生程度與教學策略之關係。研究對象為新北市新莊區某美語補習班之低中高成就合共18位學生。教學策略是以教師為中心、學生為中心及雙主體作為本研究重點。根據學習動機、滿意度、氣氛與成效四種面向來分析，並以三種教學策略及三種學生程度來交叉探討訪談內容。本研究結果顯示：1.低成就學生相對適用於教師中心之教學策略。2.中成就學生相對適用於雙主體之教學策略3.高成就學生相對適用於學生中心之教學策略。最後將歸納結論並提出實務上的建議，以供教師及未來研究者參考。

關鍵字

兒童美語補習班；教學策略；學生程度；英語教學

並列摘要

How to formulate effective instructional strategies to enhance children's English competitiveness under the impact of globalization and low birthrate is recently the most concerned issue in Taiwan. Recent studies mainly focused on formal schools, and thus the qualitative study adopted Focus Group Interview with special reference to an English cram school in Xinzhuang Dist., New Taipei City which has advantages of its fast, intensive, centralized management and competence-based class grouping in order to explore the relationship between instructional strategies and English proficiency level. The eighteen participants consist of students from low to high level, and instructional strategies are teacher-centered, learner-centered and dual subject. On the basis of learning motivation, satisfaction, climate and effectiveness, the main findings are as follows: 1. Low-level students are relatively applicable to the teacher-centered strategy. 2. Medium-level students are relatively suitable for dual subject strategy. 3. High-level students are relatively applicable to the learner-centered strategy. Finally, this study provides some practical recommendations for English teachers and future researchers as a reference.

並列關鍵字

Children english cram school ； Instructional strategies ； Language proficiency level ； English teaching

國際替代計量

教學策略與兒童美語程度之相關性研究

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