高中英語資優班課程評估之個案研究

The Evaluation of the Senior High School English-Talented Curriculum: A Case Study

吳佳穎(Chia-ying Wu)

指導教授 ： 葉錫南 博士

國立臺灣師範大學/文學院/英語學系/碩士(2006年)

摘要

本研究旨在探討高中英語資優班課程調整對學生聽、說、讀、寫各項能力之影響，以及他們對資優課程調整的滿意程度與接受普通英語課程之學生是否有差異。研究對象來自台北市某所設有英語資優班之高中，共48名學生參與，其中24名學生接受英語資優課程，另外24名學生則接受普通英語課程。採用的研究工具包括：英語能力測驗以及英語學習問卷。另外，有9名接受英語資優課程之學生接受深度訪談。研究資料採用共變數分析(ANCOVA)、描述性統計、t考驗，以及質性分析。研究結果發現如下：
一、 在接受英語資優課程調整後，學生在英語聽、讀方面，與接受普通英語課程之學生有顯著差異。此外課程調整對於學生在外語學習之溝通能力、自信心、興趣皆有正面影響。同時，課程調整也增進了學生對於文學作品賞析之能力。
二、在英語說、寫能力方面，資優課程比起普通課程更具顯著成效。英語資優課程中的小組教學增加學生練習英語的機會。外籍老師授課，以及高層次思考、互動式的教學活動，增進了學生使用外語表達之動機。寫作技巧與自我訂正能力之訓練，培養了學生的寫作能力。
三、接受英語資優課程之學生，在課程與教學、學習機會與環境、學習成效各方面之滿意程度，都優於接受普通英語課程之學生。英語資優課程提供學生適
度的挑戰、充足的學習機會、深入的文學賞析，以及鼓勵學生自主學習；然而，在高層思考、獨立思考、解決問題能力，以及刺激求知慾…等方面，英語資優課程仍有改善空間。最後，雖然英語資優課程讓學生具備較佳的語言
能力與學習態度，卻沒能對學生的自我認同、學習成就感、學習樂趣有顯著影響。
本論文研究結果證實，資優課程調整有其必要性，無論是充實課程或是加速教學，皆比普通課程更能滿足資優生。本研究同時建議，英語資優班教師須提供適度的課程挑戰，以激發學生潛力。再者除了正規課程之外，學校也可增加更彈性的教學安排如，研討會、資源教室、專題研究、競賽活動、暑假營隊、出國遊學以及遠距離教學…等，以幫助資優學生多元學習。

關鍵字

英語資優課程 ； 課程評估

並列摘要

This study attempts to investigate the effects of differentiated curriculum provided by an English-talented program on students’ listening and reading comprehension, speaking and writing proficiency, as well as their satisfaction levels and perceptions of this program. Research instruments administrated in the study included pretests and posttests, an evaluation questionnaire, and an interview. A total of forty-eight students participated in the study, while half of them were from the target English-talented program, the other half of them from a regular English program. Nine of the participants from the English-talented program were further interviewed after their completion of the evaluation questionnaire. Statistical procedures, including analysis of covariance (ANCOVA) and paired t-test, as well as qualitative evidence obtained from the interview were applied to analyze learning outcomes and responses of the English-talented students. Major findings of the study are summarized as follows:
(1) English listening and reading abilities
Statistical evidence suggested the incorporation of differentiated curriculum into the English-talented program produced a positive effect on the participants’ listening and reading comprehension. The students interviewed also confirmed the use of differentiated curriculum made a difference in their realization of real communication, confidence and interest in using a foreign language, appreciation of quality work, and an ability to analyze literary texts.
(2) English speaking and writing abilities
Differentiated curriculum treatment resulted in significant learning outcomes in both English speaking and writing proficiency for talented students. Small-group design adopted in curriculum also facilitated the participants’ language learning to a great extent. A native speaker as an instructor, with the use of higher-level and interactive teaching activities successfully motivated the talented students. Pedagogical focuses on writing strategies and self-correction largely promoted composition writing ability of the participants as well.
(3) Satisfaction levels
Significant differences in satisfaction towards program effectiveness were found between the talented and the regular in terms of curriculum design and teaching methodology, learning environment and opportunity, and learning effects. The talented program better satisfied the language learners due to a challenging learning environment, beneficial learning resources and enough learning opportunities, and it also equipped the talented students with better abilities to do literary analyses and self-directed learning. However, research results demonstrated that there was room for curriculum improvement on higher-level thinking, independent thinking, problem solving skills and stimulation of sense of inquiry. It was also regrettable that when the talented program helped students acquire better language skills and value hard work, it should fail to boost their self-esteem, sense of achievement, and most importantly, pleasure in learning a foreign language.
The present study validates Maker’s (1982) principle underlying curriculum development for the talented that experiences for these learners must be “qualitatively different” from the basic program provided for all learners. It implies that successful curriculum models for talented learners should either ascribe to an enriched viewpoint (Renzulli, 1986; Maker & Nielson, 1995) or incorporate acceleration elements (VanTassel-Baska, 1998). Moreover, teachers of English-talented classes are recommended to offer appropriate curriculum challenge so as to promote optimal learning of verbal talents. In addition to normal curriculum, school administrators are encouraged to make flexible arrangements for instruction both in and out of school, such as seminars, resource rooms, independent study, contests and competitions, summer programs, study abroad programs, distance education programs in order to facilitate language learning of the talented.

並列關鍵字

English-talented curriculum ； program evaluation

參考文獻

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Bailey, J. M. (1996). Literacy Development in Verbally Talented Children. In J. VanTassel-Baska, D. T. Johnson & L. N. Boyce (Eds.), Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students, (pp. 97-114). Needham Hts., MA: Allyn & Bacon.

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