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    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/54278

    Title: 九年一貫英語讀寫能力指標反映至國民中學英語科習作之研究
    A study on reading and writing competence indicators of the grades 1-9 English curriculum in junior high school english workbooks
    Authors: 王羿婷
    Wang, Yi Ting
    Contributors: 葉潔宇
    Yeh, Chieh Yue
    Wang, Yi Ting
    Keywords: 九年一貫英語能力指標
    Competence indicators of the Grades 1-9 English Curriculum
    junior high school English workbooks
    content analysis
    focus group interview
    Date: 2011
    Issue Date: 2012-10-30 10:33:09 (UTC+8)
    Abstract: 教育部明訂,九年一貫能力指標應作為教科書編輯者編撰課本、習作之依據。透過教科書,學生可期望習得能力指標所標示的能力。台灣國中英語教學現場中,習作常作為學生的回家作業,所以能力指標如何呈現在習作上可影響學生能力習得的結果;然而,目前相關研究仍顯不足,因此,本研究採用九年一貫國中英語讀寫能力指標,分析目前最為廣用的一套國中英語習作。另外,本研究也針對第一線國中英語教師進行團體訪談,以了解教師對習作和能力指標的看法。
    1. 14條指標中,只有3項在習作中有超過10%的練習題目(推論字義文意;了
    2. 針對被強調的3項指標,訪談教師同意這些能力的確需要被強調,只不過習
    3. 針對被忽略的8項指標,教師認為有些能力(例:查字典)對學生來說並非最

    The competence indicators (CI) listed in the Grades 1-9 Curriculum Guidelines are regulated as the principles for private publishers to compile teaching materials—textbooks and student workbooks. Through these teaching materials, it is expected that students can acquire the competences stipulated in the curriculum guidelines.
    Student workbooks, especially in Taiwan’s junior high school English classrooms, are used as a main source for
    students’ homework. Therefore, how the CIs are incorporated into the workbooks can affect students’ acquirement of the competences. Nonetheless, little research has been done on analysis of English workbooks based on competence indicators. This study, therefore, aimed to analyze a most popular set of junior high school English workbooks based on the Grades 7-9 reading and writing competence indicators. To gain more in-depth insights, a focus group interview with in-service teachers was later conducted to explore teachers’ views on the workbooks and competence indicators.
    The results of the present study are summarized as follows.
    1.Of the 14 CIs, only three were emphasized (to guess meanings of words and reading passages; to understand main ideas; and to combine, change, and make sentences), each taking up more than 10% of the workbook exercises. However, there were up to eight CIs that were neglected, each taking up less than 1.5% of the workbook exercises.
    2.As for the three emphasized CIs, the teacher interviewees agreed that the emphasis was necessary, but the practice in the workbooks were still insufficient for their students.
    3.As for the eight neglected CIs, the teachers considered that: (1) lack of practice on some CIs, such as to use a dictionary, was acceptable, for these skills were impractical for their students; (2) some practices, such as to fill out forms, should have be included into the workbooks because they were related to students’ daily lives; (3) certain practices, such as to write a simple paragraph, could be designed as optional workbook exercises for high achieving students to master more advanced skills.
    Finally, some suggestions are provided on the basis of the findings in this study.
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    Retrieved from{2428748A-C1C3-46F6-9AB4-D0C8903EFC29}
    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0096951004
    Data Type: thesis
    Appears in Collections:[英語教學碩士在職專班] 學位論文

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