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| Title: | 國小英語教科書評選指標之研究
A study on criteria for elementary english textbook evaluation |
| Authors: | 曾子芸
Tseng, Tzu Yun |
| Contributors: | 許炳煌
Sheu, Ping Huang
曾子芸
Tseng, Tzu Yun |
| Keywords: | 教科書評選
階層程序分析法
Textbook evaluation
Analytic Hierarchy Process |
| Date: | 2011 |
| Issue Date: | 2012-04-12 13:47:11 (UTC+8) |
| Abstract: | 本研究旨在藉由探討教科書評選指標的權重，了解國小英語教師對於英語教科書評選所採用之評選指標的看法，以及其教師背景對英語教科書評選的影響。本研究方法採用階層程序分析法(AHP), 並由文獻探討將教科書評選指標分為2大層面，5大向度，以及26個指標，建構出階層程序分析法問卷，以隨機方式發放於台北市12個行政區公私立126位國小正式英語教師，並藉由Expert Choice 2000 軟體分析，計算出各層面、向度、指標之權重值，並予以排序。
研究主要結果如下：
1.教師重視教科書內在評選高於外在評選。
2.教科書外在評選，教師較為重視整體編排架構；教科書內在評選，教師認
為語言能力比語言成分重要。
3.整體編排架構裡，教師認為最重要的指標為「使用英語文正確、自然流
暢。」；編印設計，最重要的指標為「字體大小適宜，印刷清楚。」；
4.教具與輔助教材，最重要的指標為「提供配合課程的電腦多媒體教材。」
5.教科書內在評選，男性教師較重視教科書語言成分；女性教師則較重視
語言能力。教學經驗較少的教師重視語言成分高於語言能力；教學經驗較
豐富的教師則認為語言能力較為重要。
6.教具與輔助教材，學士學歷教師較重視指標為「提供配合課程的電腦多媒
體教材。」；碩士學歷教師較重視指標為「CD發音正確清晰，速度適
宜。」
綜合本研究結果，教師對於教科書評選指標有不同看法及重視程度，期能提供教師對於教科書評選及評選指標有進一步瞭解。
The current study aimed to understand how elementary English teachers in Taiwan prioritized criteria for textbook evaluation, and whether their various backgrounds influenced their prioritization of criteria. The research framework was constructed based on Analytic Hierarchy Process (AHP), including 2 objectives, 5 sub-objectives, and 25 criteria. An AHP questionnaire was randomly administered to 126 elementary English teachers in Taipei City. All the data were analyzed by means of the software Expert Choice 2000.
The major findings in the current study are summarized below.
1.Internal evaluation of textbooks was prioritized
before External evaluation by a majority of the
teachers.
2.In external evaluation, most teachers emphasized
General features of a textbook; in internal
evaluation, teachers focused more on Language skills
rather than Language components in a textbook.
3.Concerning criteria for evaluating General features of
textbooks, teachers considered the criterion Accuracy
and fluency most important; as for Layout and physical
makeup of a textbook, the criterion Typeface came out
top; in Teaching aids, Multimedia was viewed as the
most crucial criterion.
4.In respect to criteria for evaluating Language
components and Language skills in textbooks, the
criterion Integration of components and Integration of
skills were respectively emphasized by teachers.
5.While male teachers focused more on Language
components of a textbook, female teachers found
Language skills more important.
6.Novice teachers were more in favor of Language
components than Language skills; however, to more
experienced teachers, it was Language skills that they
prioritized first.
7.For criteria evaluating Teaching aids of a textbook,
teachers with a Bachelor`s degree prioritized
Multimedia as the most important criterion, while
teachers holding a Master`s degree put much emphasis
on the Quality of CDs.
To conclude, it is hoped that these findings can shed light on textbook development and provide useful information for teachers when selecting and evaluating textbooks and for textbook developers when compiling textbooks for students. |
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| Description: | 碩士
國立政治大學
英國語文學研究所
96551017
100 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0096551017 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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