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題名:幼稚園英語課堂師生互動之個案研究
作者:吳雅玲
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:方德隆
學位類別:博士
出版日期:2004
主題關鍵詞:幼稚園幼兒英語師生互動參與結構教師互動同儕互動外籍教師
原始連結:連回原系統網址new window
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本研究在幼兒英語教學盛行之社會脈絡下,以高雄縣美美幼園大班的宇宙班英語課堂為研究情境,以宇宙班學生、中外籍英語教師與帶班老師為研究對象。主要目的有三:一、瞭解英語課堂複雜的多角師生互動基本模式,包括:幼兒同儕互動、教師間的互動、課堂參與結構、教師的課堂控制。二、探究英語課堂師生互動的變異情形,包括:帶班教師缺席下的英語課堂師生互動之變異,及中外籍英語教師所領導之英語課堂師生互動的差異。三、反思英語課堂師生互動所隱含的意義。
本研究併採觀察、訪談及文件收集等方式蒐集資料。本研究的田野工作採用教育民族誌(educational ethnography)的觀點,並以個案研究方式來進行具有特殊社會脈絡之幼稚園英語課堂師生互動之研究。再者,依據紮根理論(grounded theory)研究法分析統整觀察與訪談轉錄稿、田野札記、文件等原始資料,以發展完整的概念。經過一年半時間的探究,研究者獲得以下主要發現:
 一、幼稚園英語課堂課堂師生互動之基本模式
(一)緊湊繁忙的課前準備展開固定而多采多姿的英語教學。(二)英語課堂師生互動以教師主控的參與結構為主,幼兒同儕互動與教師互動嵌置於內,並受制於教師課堂控制。(三)帶班教師既是英語課堂師生互動的靈魂人物亦是旁觀者。(四)英語教師-學生互動主軸與帶班教師-學生互動副線交織而成師生參與結構。(五)教師間互動以教學求助與支援為主。(六)學生同儕互動的內容五花八門充滿童稚且一心數用。
 二、幼稚園英語課堂課堂師生互動之變異
(一)帶班教師不在場的課堂師生互動生氣蓬勃且亂中有序。(二)中籍與外籍英語教師所領導的課堂師生互動差異,反映各自所處之社會脈絡有別。
 三、幼稚園英語課堂課堂師生互動潛藏的意義
(一)課堂師生互動反映所處的社會脈絡文化。(二)幼兒能辨識課堂情境需求,彈性表現。
  綜而言之,幼稚園英語課堂受其所處社會/社區、園所與班級文化脈絡所影響,基本上課堂師生互動在教師課堂控制下以教師主控的師生參與結構為主並穿插教師互動與幼兒同儕互動為基本表現模式,其中帶班教師扮演中介角色。此外,亦有帶班教師不在時的課堂師生互動變化及中外籍教師課堂師生互動的差異等變異情形。
最後,依研究結論,本研究對幼稚園、教育行政當局與師資培育機構提出相關建議,期提升幼稚園英語課堂師生互動品質。
The study examines the teacher-student interaction in the English classroom of the oldest class in May May Kindergarten. The purpose of the study is threefold: 1.to learn more about the general patterns of interpersonal interaction in English classroom, including pupil-pupil interaction, teacher-teacher interaction, participation structure, and teachers’ classroom control; 2. to explore the variations of teacher-pupil interaction in English classroom, including the situation where the homeroom teacher is absent and the differences between the Chinese and foreign English teacher-pupil interaction, 3. to draw the implication of the interpersonal interaction in English classroom. The case study uses the educational ethnographic approach and data is collected through participant observation, videorecording, interview, and document gathering during 1.5 year. The observation transcripts, interview transcripts, field notes and so on are analyzed according to Grounded Theory, and the findings of the study are as following.
1. There are some general interpersonal interaction characters in the English classroom: a. the busy pre-class time is followed by varied English teaching programs; b. teacher-fronted participation structure is the main part of the interpersonal interaction that peer interaction and teacher-teacher interaction embedded themselves in and is regulated by the teachers’ control; c. in the classroom interaction, the homeroom teacher is not only a director but also a sideliner; d. the participation structure is interwoven with the principal English teacher-pupil interaction and the secondary homeroom teacher-pupil interaction; e. the student peer interaction is kaleidoscopical , babyish and busy; f. teachers interact mostly for teaching support.
2. The interpersonal interaction is very vital and in a little mess when the homeroom teacher is absent. Besides, the differences between the Chinese and foreign English teacher-student interaction indicate each other’s different social contexts.
3.The classroom interpersonal interaction reveals its unique context. Moreover, early children are able to recognize the needs of classroom teaching, based on which they behave flexibly.
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