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題名:高中英文教科書多層級教學規準建構
作者:蘇麗淑
作者(外文):Li-su Su
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:黃政傑
學位類別:博士
出版日期:2013
主題關鍵詞:英文教科書歸準建構多層級教學EIL high school textbooksestablishing criteriamultilevel teaching
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高中英文學習者差異隨著12年國教啟動日益拉大,目前高中英文課程綱要只分二組程度不同教材,難以符合所有學生需求。本研究旨在以多層級教學概念形成高中英文教科書規準。研究者以文獻分析進行歸納分類規準初步架構並分析出三大主題。之後進行專家諮詢。高中英文教科書多層級教學規準的項目分類為課程目標(動機)、課程目標(互動),文本難度(可讀性與多樣性)。結論時對多層級教學規準詳以專業發展觀點闡述觀念與應用:如互動指的不只是師生互動,同學間互動,還有課文內活動之間互動擴展。現行教科書已部分或初步實踐多層級教學規準,但因出版社通常將教科書定位為中上或中,中下以下程度學生需要較易被忽視。將教師平時因應程度差異學生方法與教學以及信念、其對教科書期待 (多一些對話與文章題材多樣化)還有教科書中可以以多層級教學規準比較分析例子加以整理,並提出範例課文架構與對相關單位建議如提供多樣化文章題材、難易度與文類、增加學生課本易讀性、自國小到高中應教單字數量調整、跨學科的學期主題、提供DVD給學生複習發音認字。
This dissertation aims to establish multilevel teaching criteria for English textbooks in senior high schools in Taiwan. This research also explores how textbooks can facilitate multilevel teaching by following MTC (Multilevel Teaching Criteria). Face-to-face interviews were conducted with seven high school teachers, as well as with two cram school teachers. Four high school textbook publishers were contacted by both e-mail and phone. The purpose is to determine their opinions concerning MTC and English textbooks. “Help students raise questions of individual interest and find ways to answer or apply them.” is the general criterion of MTC. The specific categories of MTC include Curriculum goals (Motivation and Interaction as two subcategories) and Textual Complexity (comprehensibility and diversity as two dimensions). After elaborating on MTC3, the researcher summarizes publishers’ practices, teachers’ opinions and gives suggestions regarding content development for textbooks: publishers focused their resources on the intermediate or upper-intermediate level, diverse of genes and topics, integration of strategies, language and the contents, and more relevance among tasks. She subsequently comments on other issues related to stakeholders such as reexamining the required vocabulary from Grade One to Grade Twelve, making textbook review more flexible to encourage scaffolding on students’ versions, and facilitate content and language integrated learning by issuing a common theme for the same grade level textbooks of all subjects.
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