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題名：應用全語文理念於國小英語課程發展與實踐之協同行動研究
書刊名：英語教學
作者：許月貴 引用關係
作者(外文)：Hsu, Yueh-kuei
出版日期：2008
卷期：32:4
頁次：頁125-166
主題關鍵詞：全語文理念；國小英語課程發展與教學；協同行動研究；Whole language；Elementary school EFL curriculum development and teaching；Collaborative action research
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:33
  • 點閱點閱:95
本研究旨在透過行動研究法探討全語文理念應用於國小英語課程發展的實施過程中所產生的問題、困難與因應之措施。本研究以實踐取向的研究方法──行動研究法的「四個流動循環」：計畫、行動、觀察、省思，為研究進行的主要模式。研究過程中輔以質性研究方法進行資料蒐集與分析，資料蒐集之內容包含教室觀察記錄與錄影、教師訪談、教學討論記錄、研究者省思札記以及學生學習檔案等，並在資料之整理與分析過程中進行不同資料的相互檢核驗證，期能真實呈現研究結果，以增進對於「在國小英語課程應用全語文理念的可行性」以及「協同行動研究過程中教師專業成長」兩個面向的了解。研究結果顯示，結合研究者與實務工作者的協同行動研究有助於了解全語文理念應用於國小英語教學的實施過程以及可能產生的問題與限制。而研究者與協同研究教師在每一次協同教學方案之後的合作省思歷程亦能激發彼此的專業自覺與省思，鼓勵教師進行專業學習，並進一步提昇教與學的品質。
This study aims to explore the process, the problems and difficulties encountered, and the corresponding strategies involved when using whole language in the elementary school EFL classroom. The research procedure of the study incorporates four cyclic moments of action research: planning, action, observation, and reflection. Data were collected through observation, interviews, teaching and reflection notes, the researcher’s reflective journals, and students’ learning profiles. Triangulation of multiple data sources was employed to increase reliability and validity of the research findings so as to gain a better understanding of the perspectives of applying whole language in the elementary school English classroom, and to better understand teacher development in collaborative action research. The results indicate that collaborative action research was a pivotal mechanism in understanding the process and the constraints of implementing whole language in elementary school English teaching. In addition, the collaborative discussions that occurred regularly throughout the process have profoundly inspired the reflective awareness and the professional growth of the participants and have further enhanced the quality of teaching and learning.
期刊論文
1.曾月紅(20030600)。英語文教師專業發展--另類模式。花蓮師院學報，16(教育類)，179-194。new window  延伸查詢new window
2.許月貴(20040700)。協同行動研究的意義與價值：國小英語教師與大學教師之省思合作。英語教學，29(1)，53-87。new window  延伸查詢new window
3.施玉惠、朱惠美(19990400)。國小英語課程之精神與特色。教育研究資訊，7(2)，1-5。new window  延伸查詢new window
4.Goodman, Kenneth S.(1967)。Reading: A psycholinguistic guessing game。Journal of the reading specialist，6(4)，126-135。  new window
5.甄曉蘭(19951100)。合作行動研究--進行教育研究的另一種方式。嘉義師院學報，9，297-318。  延伸查詢new window
6.Winograd, K.(1998)。Rethinking theory after practice: Education Professor as elementary teacher。Journal of Teacher Education，49(4)，296-305。  new window
7.曾月紅(2003)。兒童學習英文字母的過程：一個另類思考。英語教學，28(1)，15-27。new window  延伸查詢new window
8.Brooks, M. C.、Brooks, J. S.(2005)。Whole language or phonics? Improving language instruction through general semantics。ETC: A Review of General Semantics，62(3)，271-280。  new window
9.Cesar, M.、Santos, N.(2006)。From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings。European Journal of Psychology of Education，21(3)，333-346。  new window
10.Keating, J.、Diaz-Greenberg, R.、Baldwin, M.、Thousand, J.(1998)。A collaborative action research model for Teacher Preparation Program。Journal of Teacher Education，49(5)，381-390。  new window
研究報告
1.沈添鉦、黃秀文(1997)。全語教學在小學實施的成效、困難與策略之研究 (計畫編號：NSC-86-2411-H-023-001)。  延伸查詢new window
學位論文
1.林麗卿(1998)。全語言教學法對國小學生英語學習之效益研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
2.蔡蕙如(2000)。學習外一章：運用兒童讀物實施全語文教學活動之行動研究--以一個課輔班為例(碩士論文)。國立台北師範學院。  延伸查詢new window
3.蔡宜玲(2002)。一個全語文教師之教學信念的詮釋與實踐，臺北。  延伸查詢new window
圖書
1.Short, K. G.、Harste, J. C.、Burke, C. L.(1988)。Creating classrooms for authors: The reading-writing connection。Portsmouth, New Hampshire：Heinemann。  new window
2.Dewey, John(1933)。How to think。New York。  new window
3.Harste, J. C.、Woodward, V. A.、Burke, C. L.(1984)。Language Stories and Literacy Lessons。Portsmouth, NH：Heinemann Educational Books。  new window
4.Raines, S. C.、Canady, R. J.(1990)。The whole language kindergarten。New York：Teachers College Press。  new window
5.Goodman, K. S.(1986)。What's Whole in Whole Language?: A Parent/Teacher Guide to Children's Learning。Portsmouth, NH：Heinemann Educational Books, Inc.。  new window
6.Bums, A.(1999)。Collaborative action research for English language teachers。Cambridge, MA：Cambridge University Press。  new window
7.Richards, J. C.、Lockhart, C.(1994)。Reflective teaching in second language classrooms。Cambridge University Press。  new window
8.曾月紅(2000)。兒童英語文教學：全語文觀點。臺北市：五南出版社。  延伸查詢new window
9.Freeman, Yvonne S.、Freeman, David E.(1992)。Whole Language For Second Language Learners。Heinemann。  new window
10.Short, Kathy G.、Burke, Carolyn(1991)。Creating curriculum: teachers and students as a community of learners。Heinemann Educational Books。  new window
11.Reason, Peter、Bradbury, Hilary(2001)。Handbook of Action Research: Participative inquiry and practice。Sage。  new window
12.Stringer, Ernest T.(1996)。Action Research: A Handbook for Practitioners。Sage。  new window
13.Yin, Robert K.(1994)。Case study research: Design and methods。Sage Publications。  new window
14.Patton, Michael Quinn、吳芝儀、李奉儒(1995)。質的評鑑與研究。桂冠圖書股份有限公司。  延伸查詢new window
15.Wallace, Michael J.(1998)。Action research for language teachers。Cambridge University Press。  new window
16.LeCompte, M. D.、Preissle, J.、Tesch, R.(1993)。Ethnography and qualitative design in education research。Ethnography and qualitative design in education research。New York。  new window
17.Burns, A.(2005)。Action research。Handbook of research in second language teaching and learning。London。  new window
18.Goodman, Y.、Watson, D.、Burke, C.(1987)。Reading miscue inventory。Reading miscue inventory。Katonah, New Hampshire。  new window
19.Kincheloe, Joe L.(1993)。Teachers as researchers: Qualitative inquiry as a path to empowerment。Teachers as researchers: Qualitative inquiry as a path to empowerment。Basingstoke, UK。  new window
20.Noffke, Susan E.、Stevenson, R. B.(1995)。Educational action research: Becoming practically critical。Educational action research: Becoming practically critical。New York。  new window
21.Goodman, Y.、Goodman, Kenneth S.(1990)。Vygotsky in a Whole-Language perspective。Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology。Cambridge。  new window
圖書論文
1.Tomlinson, B.(2005)。English as a foreign language: Matching procedures to the context of learning。Handbook of research in second language teaching and learning。London。  new window
 
 
 
 
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