English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 89686/119522 (75%)
Visitors : 23946657      Online Users : 146
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/33427

    Title: 二00三年國中英語新版本的教科書評量
    Authors: 林素美
    Lin, Su-mei
    Contributors: 林啟一
    Lin, Chi-yee
    Lin, Su-mei
    Keywords: 九年一貫課程
    Nine-year Integrated Curriculum
    Kang-Hsuan textbook
    Nan-I textbook
    Han-Lin textbook
    Longman textbook
    Hess textbook
    the Basic Competence Test
    Date: 2005
    Issue Date: 2009-09-17 16:34:00 (UTC+8)
    Abstract: 本研究旨在調查九年一貫課程實施後,台北縣市國中英語教科書的使用現況及國中英語教師對這些教材的意見。
    1. 在選教材時,英語教師所秉持的標準依序為合乎課程標準,教材內容,主題多元性,字彙數量,活動設計,插圖,版面,教師手冊,出版商的售後服務、聲望,教科書的第一印象,出版商為教師舉辦的研習,作者的學識等。
    2. 各校的評選委員主要由英文老師組成,大多數學校評選教科書的程序為瀏覽各版本教科書,邀請出版商舉辦說明會,及舉行評選會議 。
    3. 根據本研究所收集的資料顯示,大多數教師普遍上皆滿意九年一貫課程的新版教科書,但約有一半的教師認為內容太多、太難是他們所遭遇到的最大問題。
    4. 根據所收集的資料顯示,有五所學校在第二學期更改教科書。教師們對第一學期所用的教科書不滿意的主要原因為教材內容非常難,內容組織不佳,及課與課之間缺乏連貫性。在更換新教科書後,大部分教師發覺之前教材所衍生的問題都解決了。因此大多數教師在更改教科書後覺得較滿意。
    This study aims to survey English textbook selection of junior high schools in Taipei City and Taipei County after the implementation of the Nine-year Integrated Curriculum and explore English teachers' opinions of these textbooks.
    This study focuses on the following issues: (1) the criteria highlighted by English teachers when evaluating the new textbooks, (2) the committees and the procedure of English textbook selection in each school, (3) the junior high school English teachers' satisfaction with and opinions about the contents of the new teaching materials, including students’ workbooks and teachers' manuals, (4)the reasons for teachers’ changing textbooks and its consequences.
    The recruited subjects are 253 junior high school English teachers from 57 schools. According to the questionnaires, there are 6 versions of textbooks used in junior high schools in Taipei City and Taipei County.
    After data analysis, the main findings are obtained as follows:
    1.The criteria highlighted by English teachers when selecting the new textbooks are the correspondence to the curriculum standards, the contents, and a variety of themes. Considered important in sequence to the teachers who responded are the amount of vocabulary, the design of activities, the illustrations, the layout, the content of the teacher’s manual, and the level of service offered by the publisher, the publisher’s reputation, the first impression of the textbook, workshops provided for teachers by a publisher and the expertise of authors.
    2.The selection committee in each school is mainly composed of the English teachers and the selection of English textbooks in most schools are done in the procedure of reviewing textbooks, inviting publishers to present their textbooks, and holding selection meetings.
    3.According to the questionnaires collected in this study, most teachers were generally satisfied with the new textbooks developed for the Nine-year Integrated
    Curriculum. The most obvious problem with these new textbooks, according to the questionnaires, is that about half of the English teachers' dissatisfication with too much and too difficult content in the material.
    4.Based on the questionnaires, five of the schools change textbooks in the second semester. The main reasons for the dissatisfaction with the first semester textbooks are that the textbooks are overly difficult, poorly organized, and lacking in continuity between lessons. After changing to new textbooks, most teachers find that the problems are solved. Therefore, most teachers are more satisfied after changing the textbooks.
    Reference: Allwright, R. (1978). Abdication and responsibility in language teaching. Studies in Second Language Acquisition 2-(1), 105-121.
    Allwright, R. (1981). What do we want teaching materials for? ELT Journal, 36 (1), 5-18.
    Anderson, G. S. (1984). A whole language approach to reading. Lanham, MD:University Press of America.
    Brown, H. Douglas. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. Addison Wesley Longman, Inc.
    Brown, J. D. (1995). The elements of language curriculum—a systematic approach to
    program development. Massachusetts: Heinle& Heinle Publishers.
    Breen, M. P. and Candlin C. N. (1987) Which materials?: A consumer’s and designer’s guide. In Sheldon, E. (ed.), ELT Textbooks and Materials.
    Canale, M. (1983). Communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (eds.), Language and communication (pp.2-27). New York: Longman
    Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.
    Chambers, F. (1997). Seeking consensus in coursebook evaluation. ELT Journal, 51 (5), 29-35.
    Chang, Y. L. (1996). Discussion on children’s English teaching and learning principles. Caves English Teaching, 10, 9-15.
    Chastain, K. (1988). Developing second-language skills: Theory and practice. Florida:
    Harcourt Brace Jovanovich, Inc.
    Chen C.T. (2002). Textbook selection for senior high school students in Greater Taipei area. MA, Graduate Institute of English, National Taiwan Normal University, 2002.
    Cunningworth, A. (1984). Evaluating and selecting EFL teaching materials. London:
    Cunningworth, A. (1995). Choosing your coursebook. Oxford: Heinmann.
    Dubin, F. , & Olsbtain, E. (1986). Course design. Cambridge: Cambridge University Press.
    Forrester, J. W. (1970). Understanding the counter-intuitive behavior of social systems’ in The Open Systems Group, in Systems Behavior (3rd ed.), 1981. London: Paul Chapman.
    Freeman, Y. S., & Freeman, D. E. (1992). Whole language for second language learners. Portsmouth, NH: Heinemann Educational Books.
    Gall, M. D. (1981). Handbook for evaluating and selecting curriculum materials. Boston: Allyn and Bacon, Inc.
    Gary, P.D. (1992). Consumers of textbooks: Concerns from the classroom. In John G. H. (Eds.), The textbook controversy: Issues, aspects and perspectives (pp. 137-145). US: Ablex Publishing Corporation.
    Gini, Carol Sisco. (2000). “Whole Language─Integrating the skills with young learners.” The Conference on the Training of Elementary School EFL Teachers.
    Goodman, K. (1986). What’s whole in whole language. Portsmouth, N. H.: Heinemann. Harmer, J. (1991). The practice of English language teaching. New York: Longman.
    Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University
    Hutchinson, T. & Torres, E. (1994). The textbooks as agent of change. ELT Journal, 48(4), 315-328.
    Hymes, D. (1971). On communicative competence, Philadelphia, University of
    Pennsylvania Press.
    Johns, A. M. (1985). Some principles of materials design of the world around us. TESOL Newsletter 19:1,7.
    Johnosn, K. (1983). Communicative syllabus design and methodology. Oxford: Pergamon.
    Larsen-Freeman, D. (1982). The what of second language acquisition. In Hines &
    Rutherford, (Eds.), On TESOL, 107-128.
    Liao, X. (1996). Chinese Learners’ Communicative Incompetence: Causes and
    Solutions. ERIC Document Reproduction Service No. Ed 400 684.
    Koh, L. (1992). From Base to Action: Bridging the Gap between Language and
    Communication Textbooks and the Professional World. ERIC Document Reproduction Service No. Ed 400 684.
    Ministry of Education (2004). General guidelines of Grade 1-9 Curriculum of
    elementary and junior high school education … English version. Ministry of Education.
    Muther, C. (1985). What every textbook evaluator should know. Education Leadership, 42(7), 4-8.
    Nunan, D. (1989). The learner-centered curriculum. Cambridge: Cambridge University Press.
    Richards, J. C., and Rodgers, T. (1986). Approaaches and methods in language teaching.New York: Cambridge University Press.
    Richards, J. C., and Rodgers, T. (1987). Method: Approach, design and Procedure. In M. H. Long & J. C. Richards (eds.). Methodology in TESOL: A book of readings. Boston: Heinle & Heinle Publishers.
    Rivers, W. (1981). Teaching foreign language skills (2nd ed.). Chicago, IL: The University of Chicago Press.
    Savignon, S. J. (1983). Communicative competence: theory and classroom practice─texts and contexts in second language learning. Massachusetts: Addison-Wesley Publishing Company.
    Sheldon, Leslie E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42 (4), 237-246.
    Sheldon, Leslie E. (ed.) (1987). ELT textbooks and materials: Problems in evaluation and Development. Oxford: Modern English Publications
    Skierso, A. (1991). Textbook selection and evaluation. In M, Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). (pp. 432-453). New York: Heinle and Heinle.
    Tandlichova, E. (1995). Coursebook evaluation in teacher training in Slovakia. MLT, 4, 47-65.
    Taylor, B. P. (1983). Teaching ESL: Incorporating a communicative, student-centered component. TESOL Quarterly, 17, 69-88.
    Thompson, G. (1996). Some misconceptions about communicative language teaching. ELT Journal, 50(1), 9-15
    Tulley, M. & Farr, R. (1990). Textbook evaluation and selection. In D. L. Elliott& A. Woodward (eds.), Textbooks and schooling in the United States (pp. 162-177). Chicago: The national society for the study of education.
    Wilkins, D. (1976). Notional Syllabuses. Oxford: Oxford University Press.
    Wilkins, D. (1985). Some issues in communicative language teaching and their relevance to the teaching of languages in secondary schools. In K. Johnson & D.
    Porter (eds.). Perspectives in communicative language teaching. London: Academic Press.
    Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37 (3),251-255.
    Yalden, J. (1989). Principles of course design for language teaching. Cambridge: Cambridge University Press.
    張祝芬 (民83 年)。國中教科書選用制度之研究。台灣師範大學教育研究所碩士論文。
    施玉惠 (民 89 年)。國小英語教材之評審—資格審vs 選用審。第十七屆中華民國英語文教學研討會論文集。台北:文鶴。
    張碧玲 (民89年)。 國民中學英語教師對溝通式教學觀之信念研究。台灣師範大學教育研究所碩士論文。
    教育部(MOE)。 2001a。 國民中小學九年一貫課程暫行綱要:語文學習領域。
    教育部(MOE)。 2001a。 國民中小學九年一貫課程暫行綱要:六大議題。
    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0090951020
    Data Type: thesis
    Appears in Collections:[英國語文學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    95102001.pdf49KbAdobe PDF973View/Open
    95102002.pdf81KbAdobe PDF1082View/Open
    95102003.pdf34KbAdobe PDF1361View/Open
    95102004.pdf86KbAdobe PDF1717View/Open
    95102005.pdf91KbAdobe PDF1239View/Open
    95102006.pdf1079KbAdobe PDF1177View/Open
    95102007.pdf45KbAdobe PDF980View/Open
    95102008.pdf125KbAdobe PDF2152View/Open
    95102009.pdf157KbAdobe PDF1169View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback