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題名：台灣高級中學英語文資優班課程規劃原則建立與其轉化成課程評鑑規準之研究
作者：曾琦芬 引用關係
作者(外文)：Christine Chifen Tseng
校院名稱：國立臺灣師範大學
系所名稱：英語學系
指導教授：葉錫南
學位類別：博士
出版日期：2008
主題關鍵詞：英語文資優；資優教育；課程規劃；課程評鑑；CIPP評鑑模式；English talented；gifted education；curriculum development；program evaluation；CIPP model
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摘要
高中英語文資優課程規劃需要具備英語教學、課程規劃、資優教育、以及課程評鑑的專業知識及訓練。若能提供學校以及教師一套可以為遵循的課程發展原則，將有助於英語文資優課程之規劃。本研究旨在發展一套可行的高中英語文資優課程規劃原則，以及英語文資優課程評鑑規準，以提供高中及學校教師賴以憑藉的課程規劃原則與課程評鑑規準。本研究分為兩大部份，即文獻探討及德懷術(the Delphi technique)調查。文獻探討部分探討英語教學、課程規劃、資優教育及課程規劃等領域之研究，並依此歸納整理出一套英語文資優課程規劃原則，此套原則經由德懷術調查專家意見後，予以確立。計有20位專家參與本研究之德懷術調查，其中10位專家為大學相關領域教授（包括英語教學、教育學以及資優教育），10位為中學英文教師以及具資優教育專長的老師。專家們對各項原則的重要性判斷，將決定該原則在規劃英語文資優課程過程中的重要程度。確定後的英語文資優課程規劃原則，經由轉換機制中的「轉換規則」（the Transformational Rule）與四個「過濾處理」(the Filters)的運作後，轉換成為CIPP評鑑模式下的英語文資優課程評鑑規準。
研究結果顯示，119則資優課程規劃原則，依其重要性，可分為三組，分別為首要原則（principles of primary importance）、次要原則（principles of secondary importance）及其他原則（principles of tertiary importance）。此套原則後經轉換為資優課程評鑑規準，外加21則新增之評鑑規準，計有140則評鑑規準。資優課程評鑑規準亦依據專家給予的重要性分為三組，即首要規準（criteria of primary importance）、次要規準（criteria of secondary importance）及其他規準（criteria of tertiary importance）。建議首要原則及首要規準，應納入英語文資優課程規劃及課程評鑑之重要依據；次要原則與規準，以及其他原則與規準，是否納入規劃及評鑑依據，則視各校個別情況而定。若欲納入，規劃前，課程規劃者與第一線教師之間，必須有充分、足夠的溝通與協商，以確保原則及規準確實執行，並避免可能因立場不同而產生的誤會與磨擦。
本研究結果同時也歸納出下列結論。第一，教師對於課程評鑑必要性之體認必須加強。課程評鑑的目的，乃在厘清課程之優缺點，進而協助評鑑者作出正確決定，對於課程有所改進或調整。第二，英語文資優課程發展有賴英語教學、課程發展、資優教育及課程評鑑專家的共同合作。第三、資優生語文課程中的各個構成要素，並未全部受到教師重視，文學作品欣賞、閱讀治療、文法等課程要素尤然。第四、並非所有的英語文資優課程規劃原則及課程評鑑規準均相同重要，對於首要原則及規準，建議應納入課程規劃及評鑑，以為參酌。第五、在實務與理論考量之間取得平衡，乃當務之要。第六、德懷術若適當應用，可以同時藉以進行量化與質性分析。第七、進行德懷術資料分析時，重要性分組應優於重要性的排序，前者可避免傳遞錯誤的訊息，將差異未達顯著水準的原則或規準，視為重要性有所不同。
有鑒於本研究之發現與結論，研究者提出下列教學建議：（一）高中英語文資優課程的規劃可以因校置宜，進行學校本位課程規劃。（二）培訓教師，使其具備發展區分性資優課程、以及進行資優課程評鑑的知能，乃必要之務。（三）CIPP評鑑模式非常適合作為學校資優課程評鑑之模式，兼具形成式評鑑（formative evaluation）以及總結式評鑑（summative evaluation）之優點。（四）有了一套適合且可行的資優課程評鑑規準，學校教師及行政人員能成為適當評鑑人員，進行英語文資優課程之自評工作。
ABSTRACT
The development of an English talented curriculum for senior high school students is a formidable task, which involves professional expertise in TESOL, curriculum development, gifted education and program evaluation. A set of principles for English talented curriculum development would be of great help for the schools and the teachers in developing such a curriculum. This study thus aimed to establish a set of principles for English talented curriculum development and a set of criteria for English talented program evaluation in senior high school in the context of Taiwan so that the schools and the teachers would have some principles and standards to rely on when developing such a curriculum for English talented students.
The whole study encompassed two parts—the literature review and the surveys. The part of literature review covered discussion of research in TESOL, curriculum development, gifted education and program evaluation, which yielded a set of tentative principles for later surveys to consolidate. The surveys included two stages. One was to establish principles for English gifted/talented curriculum development, and the other was to establish criteria for English talented program evaluation. The Delphi technique was applied to conduct the surveys. Twenty experts, ten college professors and ten high school teachers, participated in the surveys, whose opinions served to decide the importance of each principle and criterion.
Based on the final results of the surveys, the set of 119 principles for English talented curriculum development were categorized into three groups—
principles of primary importance, of secondary importance, and of tertiary importance. This set of curriculum development principles were later transformed into a set of criteria for English talented program evaluation through the application of the Transformational Rule and the Filters. Together with 21 criteria developed based on the methods and objectives of the CIPP model and the program evaluation standards, a set of 140 criteria for English talented program evaluation was formed, which after two rounds of the Delphi surveys, were also categorized into three groups—criteria of primary importance, of secondary importance and of tertiary importance. Principles and criteria of primary importance are required to be incorporated into the development of the curriculum and the evaluation of the program; principles and criteria of secondary and tertiary importance are not necessarily to be incorporated. Incorporation of them takes more communication and negotiation between curriculum developers and teachers who conduct real teaching in class.
The results also yield the following insights. First, that the component of evaluation is an indispensable part of curriculum development is not widely perceived by teachers. Second, the components of a language program for gifted students deserve more attention from teachers, especially the application of literature study, bibliotherapy, and the study of grammar. Third, not all principles are taken equally important, and neither are the criteria. It is essential that principles and criteria of primary importance be incorporated into the curriculum; yet the inclusion of principles of secondary and tertiary importance would depend on the specific situation the school is in. Fourth, it is of vital importance to strike a balance between practical and theoretical concerns. One best way to handle discrepancy between practical and theoretical concerns is that teachers’ concerns for practicality should be respected and that theoretical concerns should be conveyed to teachers who are involved in the curriculum. Fifth, the Delphi technique can fulfill both quantitative and qualitative functions. Not only are the quantitative data are informative, but the qualitative feature of opinions in the minority can be revealing. Sixth, when analyzing data from the Delphi surveys, to group principles based on their importance values is more meaningful than to make out an order of importance values. Grouping avoids conveying a false message that certain principles are more important than others, but in fact the difference between them is insignificant.
Findings of this study bear important pedagogical implications. First, English talented curriculum development can be a school-based arrangement. It does not take a standardized form for all the schools to conform to. Second, it is necessary to prepare teachers with knowledge and abilities to develop school-based talented curricula, and more training in curriculum development, gifted education, and program evaluation. Third, the CIPP model is an appropriate model for evaluating English talented programs in high school. In a sense, the CIPP evaluation model fulfills functions of formative and summative evaluations. Fourth, school teachers and administrators can make eligible evaluators with a ready-made set of criteria for evaluation.
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