幼兒英語教師教學經驗之探究

Exploring an Early Childhood English Teacher’s Teaching Experience

羅云馨(Yan-sin Luo)

指導教授 ： 李宜娟

朝陽科技大學/人文暨社會學院/幼兒保育系/碩士(2009年)

摘要

本研究旨在探討個案教師教學經驗，包括實施英語教學情形、教學角色與職責、教學策略、實施教學面臨的問題以及英語教育信念等，進而提供幼兒英語教學工作者在教學實務上的參考與建議。
研究設計採質性研究，主要透過訪談、現場觀察、網路通訊與文件蒐集等方法來分析資料。本研究選擇一位具外文及幼教背景之幼兒英語教師作為研究對象，研究主要發現與結論如下：
一、個案教師能針對不同年齡層孩子設立不同英語教學目標；教學流程主要分為暖身、呈現主題、進行課本練習或繪本及再見時間；最常使用的教學方法為歌曲及韻文；會依照不同年齡層設計遊戲。
二、個案教師使用的教材為現成教材及與主題相關之繪本。選擇教材最重要的因素為歌曲豐富，易吸引孩子興趣與內容編排循序漸進；最常使用的教具為：(1)字卡；(2)字母模型；(3)實物；(4)玩偶；(5)模型；(6)指揮棒；(7)鈴鼓；(8)海報。
三、個案教師在進行英語教學中，扮演的角色包括：(1)支持者；(2)鼓勵者；(3)協助者；(4)常規管理者；(5)示範者；(6)糾正者。
四、個案教師的教學策略為把握任何時間複習、不斷重複練習、兼顧每位幼兒、給予幼兒鼓勵；教學上遇到的問題，最主要是來自孩子程度落差大、孩子上課的反應、課室管理以及工作負荷大。
五、個案教師對英語教學各方面的信念並不是二分法，「是與否、應該或不應該」，大部分依情況和程度而定；此外，其信念與做法大致上是相符的。最後，研究者發現個案教師除了外文能力之外，其幼教學經歷對其影響頗深，她認為學前教育應以品格教育、基本能力、良好學習態度培養為重，並建立孩子對學習英文的興趣，而不是特別強調英文學習成效。在教法上也非常注重孩子的程度與需求及常規的建立。

關鍵字

教學信念 ； 教學策略 ； 幼兒英語教師

並列摘要

The purpose of this study is to explore an English teacher''s steaching experience including: the ways to teach young children English, teacher’s role and responsibility, teaching strategy, The teaching problems and beliefs toward Early childhood English education. The research findings Provides an Early childhood English teachers in teaching practice reference and the suggestion.
A qualitative research method was adopted in this case study. Data were collected through interviews, e-mails, classroom observation and document analysis. The mainstream English teacher majors in foreign languages and early childhood education. The results of this study are as follows:
1. The mainstream English teacher can set up different English teaching goals for different-leveled children；The teaching processes include warm- up, presentation,practice and‘time to say good-bye.The most used teaching methods are singing and chanting; designing games for different-age children.
2. The mainstream English teacher uses ready-made teaching material and picture books. The most important criterion for choosing teaching material are:
various songs,attractive subjects for children and the step by step formation contents.The most used teaching aids are (1)character cards,(2)letter model,(3)material object,(4) puppet,(5)model,(6)baton,(7)tambourine,and(8)poster.
3. The mainstream English teacher play the role in English teaching is(1)supporter,(2)fosterer,(3)ministrant,(4) superintendent,(5)performer,and (6)corrector.
4. The mainstream English teacher''s teaching strategies are: review in any time, praticing repeatly, encouraging and focusing on each child.The most teaching problems are children''s different level and response,classroom management and work burden.
5. The mainstream English teacher does not belief in dichotomy in teaching.On the other hand,it depends on the situation and the level.In addition, her belief and action is matched.Finally,the mainstream English teacher''s background affected her teaching experience.She thinks the preschool education should take the moral character education,basic capability,good study attitude and build up young children''s interest in learning English. She pays a lot of attention to children''s degree,need and build up their good habits.

並列關鍵字

Early childhood English teacher ； teaching belief ； teaching strategy

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