國中英語教師對素養導向英語教學之釋意研究

十二年國教新課綱頒布之後，素養導向教學成為了此次課程改革的焦點，也引起了各界的注意及討論。本研究以釋意理論探究國中現場英語教師對素養導向英語教學的理解與詮釋的過程，旨在瞭解國中英語教師對十二年國教英語領域課綱與素養導向英語教學的釋意內容以及釋意來源。本研究的研究參與者為三位國中教學現場的正式英語教師，採用質性研究的方式，透過半結構性的訪談蒐集資料。本研究的結果如下: 壹、教師對十二年國教英語領域課綱與素養導向英語教學的釋意內容大部分符合英語課綱理念，少部分是似真性的想法，接觸素養導向英語教學概念後，教師皆改變了原本的教學方式，但在趕課壓力下易回復到傳統的教學模式。貳、教師的釋意來源包含英語學習經驗、教學經歷、研習、英語專業養成背景以及其他來源，學校環境與同儕對教師的釋意較無影響。關鍵詞: 釋意、國中英語教師、素養導向教學、課綱、英語教學

關鍵字

釋意；國中英語教師；素養導向教學；課綱；英語教學

並列摘要

After the Curriculum Guidelines of 12-year Basic Education was issued, competence- oriented teaching has become the focus of the curriculum reform and attracted attention and discussion. This study investigated the content and sources pertaining to junior high school teachers’ sensemaking for the Curriculum Guidelines of 12-year Basic Education for Elementary, Junior High Schools and General Senior High Schools Language Arts – English and competence-oriented English teaching in Taiwan. In this study, the participants were three formal junior high school English teachers. Semi-structured interviews were conducted to procure the participants’ perceptions and interpretation regarding the Curriculum Guidelines of 12-year Basic Education for Elementary, Junior High Schools and General Senior High Schools Language Arts – English and competence-oriented English teaching. The finds are as follows: (1) Most of the teachers’ sensemaking content of the Curriculum Guidelines of 12-year Basic Education for Elementary, Junior High Schools and General Senior High Schools Language Arts – English and competence-oriented English teaching was in accordance with the ideas of the Curriculum Guidelines of 12-year Basic Education for Elementary, Junior High Schools and General Senior High Schools Language Arts – English and a minor part of their sensemaking pertained to the ideas of plausibility. (2) The sources of the teachers’ sensemaking included their English learning experiences, teaching experiences, in service teachers training courses, English major development background, and other sources. Schools and peer interactions had less influence on teachers’ sensemaking. Keywords: sensemaking, junior high school teachers, competence-oriented teaching, curriculum guidelines, English teachin