- 學位論文
國中英語教師閱讀教學信念之研究
A Descriptive Study of English Teachers' Beliefs on Reading Instruction in Junior High School
摘要
本研究目的在描述、解釋與詮釋國中英語教師在閱讀教學上的信念及相關議題。此研究採用質性研究之立意選樣，來自嘉義市兩所國中的五位英語教師參與本研究。為了避免使受訪者疲乏，共計二十五題的訪談問題分成兩個部分進行；研究者本身以跨案例分析(cross-case analysis)、內容分析(content analysis)、持續比較法(constant comparative method)將訪談內容編輯成逐字稿記錄，然後分類，進而詮釋。訪談記錄依研究問題順序陳述討論，聚焦在三個研究問題，第一是了解國中英語教師的閱讀教學信念之構成，第二是描述課堂上所使用之閱讀策略教學，第三為探討與國中英語閱讀教學相關之要素。 國中英語教師閱讀教學信念由理想教學目標、教師與學生課堂任務、閱讀理論與知識之角色、文化知識之影響與學生閱讀歷程和成果之評量。針對第二個研究問題，在了解學生閱讀習慣偏好傳統由下而上模式(bottom-up model)和感官刺激後，五位受訪教師實施了閱讀策略教學。受訪教師經常在國中大型課室教授記憶、認知、後設認知與情意策略，且認為此四類策略是最有效率的閱讀策略。第三個研究問題涵蓋了七項閱讀教學相關要素，稱職英語教師應具備的條件、教師學生互動、提升教師學生互動之方式、影響英語閱讀教學顯著因素、教師遭遇之挑戰與困難、行政層面支持和阻礙、對目前教學的反思，與對未來教學之期望。 根據研究所得之結果，本研究建構出的理論模式為「流通式閱讀教學途徑」；該理論解釋了四項構成有效英語閱讀教學的關鍵因素，此四項因素為教師專業與個人特色、學生動機與程度、策略教學和行政支持。此四要素構成了成功的英語閱讀教學，並持續產生正面的課室影響。 最後，研究者提出四項建議，第一，在職教師身為學生語言學習的典範，應參與更多工作坊或是學術型研習，以對學生的學習有正面影響。第二，在教學過程的開端即引起學生動機是教師首要且最重要的任務，此舉將有助於教師順利進行往後的教學活動。第三，教學題材需與教學目標、文化認知和溝通技巧結合，進而與學生日常生活高度關聯。最後，教育行政人員應提供更多相關協助以提升學生學習效能。
並列摘要
The purpose of this study was to describe, explain and interpret English teachers’ beliefs and other relevant issues on reading instructions in junior high school. This study was mainly conducted with qualitative method. Considering about the purposeful sampling, the researcher selected five teachers from two junior high schools in Chia-Yi City as the participants in this present study. Each participant was interviewed twice for that the interview including twenty-five questions was divided into two sections to prevent from overwhelming participants. The researcher herself as the instrument transcribed, categorized and interpreted the data with the cross-case analysis, content analysis and constant comparative method. The data was presented and discussed according to the three research questions, which were focused on junior high English teachers’ beliefs on reading instructions, the reading strategies carried out in class and the contextual factors influencing English reading instructions. In junior high schools, English teachers’ beliefs included the ideal purposes and objectives, teachers’ and students’ major tasks, the role of reading theories and knowledge, the impacts of cultural knowledge and the evaluations of students’ reading progress and achievements. After understanding students’ reading characteristics, relying on the bottom-up model and preferring the sensory stimulation, five participants applied four categories of reading strategies to enhance students’ reading comprehension and perspectives. Memory, cognitive, meta-cognitive and affective strategies were frequently carried out in big-size classes of junior high schools and seen as the most efficient strategies by participants. For the last research question, focusing on contextual factors, seven aspects contained the features of a competent junior high English teacher, teacher-students interactions, ways to promote teacher-students interactions, significant impacts on English reading instructions, trials and tribulations that teachers have ever encountered, administrative supports or hindrances, reflections on current teaching and expectations on further teaching. Being based upon the findings, the researcher constructed a theoretical model, “Circulating Reading Instruction Approach.” This model explained the four critical factors which constructed an efficient English reading instruction, and they were teachers’ profession and characteristics, students’ proficiency and motivation, strategy teaching and administrative support. When a successful English reading instruction happens, it makes a positive classroom impact. At the end of this research, the researcher proposed four pedagogical implications for junior high school English teachers in Taiwan. Firstly, she suggested in-service teachers, as a learning model for students, should make influential impacts on students’ learning by joining further workshops or symposiums. Secondly, motivating students at the beginning of the instruction is teachers’ first and most important task, and it will possibly help the teacher to carry on the following instructional procedures smoothly. Thirdly, the teaching materials should be highly related to students’ daily life by being integrated with the main instructional objective, cultural knowledge and communicative skills. At last, the administrators are expected to provide more relevant supports for elevating the reading instructional effectiveness.