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題名:國中三年級英聽策略課程設計之行動研究
作者:古士傑
作者(外文):Ku, SHIH-CHIEH
校院名稱:國立中正大學
系所名稱:課程與教學研究所
指導教授:蔡清田
學位類別:博士
出版日期:2022
主題關鍵詞:英聽策略課程設計行動研究listening strategycurriculum designaction research
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本研究旨在透過行動研究,探討 國中三年級英聽策略課程設計 之過程 與結果 。
研究者以 行動 國 中 (化名 三 年 仁 班(化名)二十 三 位 學生 為研究 參與 對象,以英
語聽力 測驗、學生自評表、課程滿意度調查表、研究者日誌、觀察記錄、省思札
記、訪談、教學錄影、學習單、回饋單等 蒐集資料 並分析討論 。 本研究結論如下:
1.透過 SWOTA情境分析,歸納出「學校環境與設施欠缺與英語學習之連結」、「校
內英語教師 對學生英語學習缺乏關注 」、「學生家長難以 從旁 協助學生學習英語」、
「學生缺乏運用資源輔助英語 英聽策略學習 之技能」等主要問題,因此有進行 國
中三年級英聽策略課程設計 之必要性。
2.課程規劃參考目標模式與情境模式以及十二年國教課程綱要的核心素養,研擬課
程目標、學習內容、學習表現及教學活動與學習資源等步驟 而成 。
3.本研究 英聽策略課程 實施過程分成英語教學前準備、 實施 課程之 四個單元的學習
內容及學習表現、 實施 英聽 八策 等 教學方法、持續省思與修正。
4.課程 評鑑發現學生在英語聽說讀暨綜合應用、英語學習興趣與方法、文化與習
俗、 「自主行動」 、 「社會參與」 、 「溝通互動」 均 有改善 ,在方案實施方面六成五以上學生對本方案內容感到滿意。
最後,提出建議供教育主管機關、學校機構、英語教師與未來研究參考。
The purpose of this study was to investigate the process and result of designing an English listening strategic curriculum for the ninth graders of junior high school through an action research. The objects of the study were 23 students of class Ren of the ninth grade (a pseudonym) in Action Junior High School (a pseudonym). The research data were collected, analyzed and discussed by English Listening capacity tests, student self evaluation sheets, survey of satisfaction for curriculum, researcher’s journals, observation records, reflection notes, interviews, video records of teaching, worksheets, and feedback forms.
The conclusions of this research were listed as follows:
1.By the SWOTA analysis of circumstances, there were some main problems of English teaching, such as “surroundings and facilities of school are lack of connections with English learning”, “English teachers are lack of attention toward students’ English learning”, “The parents of students cannot afford to help students learn English”, and “The students are lack of the skill to use the resources of English learning”. Thus, it is necessary to design a junior high English listening strategic curriculum.
2.The action plan of English listening strategic curriculum referred to the goal model, the situational model, the core competency of Curriculum Guidelines of 12-Year Basic Education, the curriculum goals were determined, the learning content teaching and performance were designed, the teaching activities and the learning resources were supplemented.
3.The teaching processes of the action plan of English listening strategic curriculum were composed of preparing adequately before teaching, the implementation of learning content and performance from four units, adopting English listening eight strategies and other methods, and proceeding reflections and revision repeatedly.
4. The curriculum evaluation revealed students had progress in English listening, speaking, reading, writing and general applications, the interest and ways of learning English, the culture and custom, the autonomous action, social participation, and interactive communication. As for the implementation of the action research, more than 65% of the students were satisfied with the program content.
Finally, some proposals were made for education authorities, institutes of school, English teachers, and the further researches in the future.t.
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