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  • 學位論文

國民中學教師與學生對英語認知教學策略之看法

Teachers’ and Learners’ Perceptions on English Cognitive Teaching Strategies in a Junior High School

指導教授 : 徐文正

摘要


摘要 本研究目的旨在探討國中生與英文老師對於認知教學策略之看法,檢視英語成就高低之學習者對認知教學策略看法之差異,以及探索學生對認知教學策略之看法與性別之差別。 本研究採用問卷調查法,樣本抽取由桃園縣某一所國民中學共二百一十九位之學生及十四位英語教師進行資料蒐集。 此論文之研究工具為「教學策略問卷」,為了探討師生間對於教學策略之看法,本研究將該問卷區分為學生版及英語教師版本。此研究亦比較國民中學學生與其英文任課教師對認知教學策略之不同。本研究以SPSS 12.0 for Windows 統計套裝軟體進行資料處理及分析。 使用之統計方法包含描述性統計及獨立樣本t-檢定。本研究主要發現摘要如下: 一、 根據國民中學英語教師對認知教學策略之看法,他們採取最多「應用學習策略」而教導最少「概念圖之使用」。 二、 對於國民中學學生對認知教學策略之意見,他們認為老師教導最多「應用學習策略」而最不傳授「概念圖之使用」。 三、 「教學策略問卷」平均分數顯示國民中學學生平均低於他們的英文任課教師。 四、 高成就之學習者比低成就之學生傾向吸收或察覺較多之認知教學策略。 五、國中生之性別與其認知教學策略之看法存在顯著差異。女同學比男同學從英文老師中察覺更多「應用學習策略」及「採用類比、明喻及隱喻法」。 根據上述結果,本研究提出相關建議提供給未來研究者、英語科教師及國民中學學生參考。 此外,本研究亦鼓勵教師採取行動研究。

關鍵字

認知教學策略

並列摘要


Abstract The purpose of this research was to investigate the differences between junior high learners’ and English teachers’ perceptions on cognitive teaching strategies use, to examine the divergences between high and low achievement learners in terms of cognitive teaching strategies, and to explore the differences of learners’ perception on cognitive teaching strategy use and gender. With the investigation method, the research sampled 219 students and 14 English teachers in one of the junior high schools in Tao-Yuan County. The questionnaire, Teaching Strategy Survey (TSS), was applied as the research instrument. In order to investigate the perceptions between the two parties, two questionnaires were designed for teachers’ and students’ versions respectively. Junior high learners’ perceptions on cognitive strategy use were compared with that of their English teacher. The data was processed by SPSS-for-Windows software. Statistical techniques included descriptive statistics and independent t-test. The main findings are summarized as follows. 1. As to junior high English teachers’ perceptions on cognitive teaching strategy, they adopted “applying learning strategy” most and “making use of concept maps” the least. 2. Regarding junior high learners’ perceptions, they treated their English teacher instructed them “applying learning strategy” most and “making use of concept maps” the least. 3. The mean scores of TSS indicate that junior high learners perceived less cognitive teaching strategy use than their English teacher. 4. Higher achievers are likely to employ cognitive teaching strategies from their English teacher more frequently than lower achievers. 5. The significant differences exist between learners’ perceptions on cognitive teaching strategy and gender. Female learners perceived more “applying teaching strategy” and “using analogy, simile and metaphor” than male ones. According to these results of this study, recommendations were provided for the future researcher, English teachers, and junior high learners. Moreover, teachers were encouraged to carry out action research projects by their own.

參考文獻


Lai, J. R. (2004). Effects of multimedia concept mapping based on the academic achievement of junior high students with low reading comprehension in the social studies. National Taichung University.
Hsu, Y. T. (2003). The Relationships among Junior High School Student's Foreign Language Anxiety, EFL Learning Motivation and Strategy. National Cheng Kung University.
Hsu, Y. T. (2004). The relationships among junior high school students' foreign language anxiety, EFL learning motivation and strategy. National Cheng Kung University.
Hsieh, P. C. (2006). Junior High School Students' English Learning Strategy Use and Its Relationships with Their English Learning Achievements. Tunghai University.
Jian, S. L. (2003). The relationships among English learning strategies, learning motivation and learning achievement - the elementary schools in suburb area of Changhua county. Dayen University.

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