以學生需求為主的課堂教學與評量初探

A Preliminary Study on Need-based Classroom Instruction and Assessment

朱秀瑜(Hsiu-Yu Chu)

《通識教育學報》 3期 (2015/12) Pp. 219-235

https://doi.org/10.6517/MCUT2015.DEC-10

摘要

本初探研究旨在檢視以學生語言需求為主的課堂教學與評量是否有助於增進學習的成果。首先從明志科大大一英文高級班的學生中抽出三個班，然後分成實驗組(兩班)及對照組(一班)。由於學生一致公認「口說能力」是他們所最需要的，因此「口說能力」被選為本研究的目標，並設計融入實驗組的課堂教學與評量之中，但實驗組同時也遵照大一英文高級班的共同進度表進行。而對照組方面，則完全按照共同進度表進行以閱讀及聽力為主的教學。為了評量實驗組及對照組一學期下來的的口說進步程度，前測及後測皆使用同一份多益口說試題。前後測結果顯示，實驗組的進步明顯大於對照組，表示如果學生的語言需求被納入教學及評量的考量，是有可能達到較佳的語言學習效果。但是，本初探研究仍然還有一些盲點待釐清，才能夠做出更明確的結論。這些盲點包括「語言需求」的定義、練習效應、考試重要性、教學與評量的校準、其他可能的中介因素以及整個教學的大環境等等。

關鍵字

語言需求 ； 教學 ； 評量

並列摘要

This preliminary study aims to justify need-based classroom instruction and assessment under the assumption that students’ learning in the targeted language areas could be better improved if their language needs are taken into consideration for classroom instruction and assessment. Three classes of high-level freshman students in the Freshman English course at Ming Chi University of Technology were divided into the experimental group (EG, with two classes) and the control group (CG, with one class). As speaking was ranked as the most-needed skill by the students, it was chosen as the targeted language area for the study and emphasized in teaching and testing for the EG, though a common syllabus for all the high-level freshman students were still followed. The CG, on the other hand, received the instruction according to the common syllabus, which focused on reading and listening only. A TOEIC speaking test was used as the pre- and post tests on both the EG and CG to evaluate their progress in the targeted language area over one semester. The results show that the EG outperformed the CG on the pre- and post tests, suggesting greater improvement could probably be achieved by the learners when their language needs were incorporated into instruction and assessment. However, this preliminary study still suffers from a number of limitations before more concrete conclusions could be made, such as definition of learners’ ＂language needs,＂ practice effect, test stakes, alignment of instruction and tests, possible factors interacting with the overall mechanism and the teaching environment.

並列關鍵字

language needs ； instruction ； assessment