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| 研究生： |
劉珊汝 Liu, Shan Ju |
|---|---|
| 論文名稱： |
國小英語教師對於台灣現行國小英語教科書之評析 An evaluation of the current elementary english textbooks: Teachers’ perspectives |
| 指導教授： |
林啟一
Lin, ChiYee |
| 學位類別： |
碩士
Master |
| 系所名稱： |
外國語文學院 - 英語教學碩士在職專班 The Master of Arts in English Teaching |
| 論文出版年： | 2009 |
| 畢業學年度： | 97 |
| 語文別： | 英文 |
| 論文頁數： | 149 |
| 中文關鍵詞： | 教科書 、教科書評鑑 、教科書選用 、九年一貫課程 、課本 、習作 、教師手冊 、教具 、學生英語程度 |
| 外文關鍵詞： | textbook, textbook evaluation, textbook selection, Nine-year Integrated Curriculum, students' textbook, students' workbook, teachers' manual, teaching aids, students’ English proficiency level |
| 相關次數： | 點閱：217 下載：326 |
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| 查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。
本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。
研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現:
1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之
差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、
真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩
版之教材在此評比項目無顯著之表現。
2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。
3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學
生英語程度差異太大。
4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版
社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理
念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及
出版社是否舉辦教師研習及師訓活動。
5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教
科書時並未採用任何評選指標。
6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教
師評選之會議。
Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews.
The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks.
The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows:
1. Among the four textbooks in use, there is no
significant difference between each version in
overall evaluation, except that the content of the
textbook published by Hanlin is superior to that
published by Kang Hsuan in terms of providing the
meaningful and realistic learning situation in
vocabulary learning and practices.
2. Most English teachers are dissatisfied with the
students’ workbook and teacher’s manual.
3. A great diversity of students’ English proficiency
levels is the greatest problem teachers encountered
when using all those textbooks.
4. The service and attitude of the publishers is seen
as the most important criterion for selecting the
materials.
5. In most schools, textbooks are selected mainly by
English teachers, but no checklists or criteria are
used in selecting the textbooks.
6. The common procedure of selecting the textbook is a
browse of the materials, an introduction seminar
held by the publishers, and then a meeting for the
decision of textbook selection.
TABLE OF CONTENTS
Acknowledgements……………………………………………………… iv
Chinese Abstract............................................. xi
English Abstract................................... xiii
Chapter
1. Introduction....................................... 1
1.1 Background and Motivation........................ 1
1.2 Purpose of the Study............................. 3
1.3 Significance of the Study........................ 4
2. Literature Review.................................. 5
2.1 The Nine-year Integrated Curriculum and the
English Syllabus................................. 5
2.1.1 Writing Principles of the English Textbooks
in the Nine-year Integrated Curriculum........ 7
2.1.2 Communicative Language Teaching (CLT) ........ 7
2.2 Textbook Evaluation and Selection................ 9
2.3 Research Questions.............................. 13
3. Method............................................ 15
3.1 Subjects........................................ 16
3.2 Instruments..................................... 18
3.2.1 Textbooks.................................... 18
3.2.2 Questionnaire................................ 19
3.2.2.1 Questions for teachers’ background
information............................... 20
3.2.2.2 Questions for textbook evaluation......... 21
3.2.2.3 Questions for textbook selection.......... 21
3.2.2.4 Questions for problems or difficulties
teachers Encountered...................... 22
3.2.3 Interviews with English teachers ............ 22
3.3 Procedures...................................... 23
3.4 Data analysis................................... 24
4. Results........................................... 25
4.1 Background Information.......................... 25
4.2 Textbook Evaluation............................. 28
4.2.1 The evaluation of the students' textbooks.... 28
4.2.1.1 Evaluation of the overall contents of
textbooks................................. 28
4.2.1.2 Evaluation of language components in the
textbooks................................. 31
4.2.1.3 Evaluation of the improvement of students’
language abilities in the textbooks........ 33
4.2.2 Evaluation of the content of students’
workbooks..................................... 33
4.2.3 Evaluation of the teaching materials of
teachers’ manual............................. 34
4.3 The Problems or Difficulties Teachers
Encountered..................................... 36
4.4 The Degree of Teachers’ Satisfaction with
Students’ Workbooks and Teachers’.............. 37
4.5 Textbook Selection.............................. 40
4.5.1 The importance of the criteria considered in
textbook selection........................... 40
4.5.2 Members of textbook selection committee...... 48
4.5.3 The procedure of textbook selection.......... 51
4.5.4 Changing versions of in-use textbooks........ 56
4.6 Results from the Interviews with the Teachers... 58
4.6.1 Results from the interviews with the
elementary school English teachers........... 58
4.6.2 Results from the interviews with the junior
high school English.......................... 62
5. Discussion........................................ 63
5.1 Summary of the Results.......................... 63
5.1.1 Teachers’ perspectives...................... 64
5.1.2 Problems and difficulties.................... 65
5.2 Textbook Selection.............................. 67
5.3 Implications.................................... 68
5.4 Suggestions for Future Studies.................. 69
References........................................... 72
Appendixes
A. Questionnaire of the study....................... 76
B. Tests of Homogeneity of Variances................ 84
B1. Test of the homogeneity of the overall
evaluation among four versions of textbooks.... 84
B2. Test of the homogeneity of language components
in the textbooks............................... 85
B3. Test of the homogeneity of developing students’
levels of proficiency among four versions of
textbooks...................................... 85
B4. Test of the homogeneity of students’ workbooks
among four versions............................ 86
B5. Test of the homogeneity of teacher’s manuals
among four versions............................ 86
B6. Test of the homogeneity of the teaching aids
among four versions............................ 87
B7. Test of the homogeneity of the design and the
printing among four versions................... 87
C. Multiple Comparisons by Tukey HSD................. 88
C1. Evaluation of the overall evaluation of the four
textbooks....................................... 88
C2. Evaluation of the language components of the four
textbooks....................................... 97
C3. Evaluation of the development of the language
abilities in the four textbooks................ 103
C4. Evaluation of the teacher’s manuals........... 107
C5. Evaluation of the students’ workbooks......... 111
C6. Evaluation of the teaching aids................ 116
C7. Evaluation of the design and the printing...... 118
D. Interview Questions.............................. 121
E. Nine-year Integrated Curriculum in
English Education................................ 122
List of Tables
Table 3.1 Counties and cities in four areas in
Taiwan..................................... 16
Table 3.2 Distribution of schools in four areas in
Taiwan..................................... 17
Table 3.3 Distribution of 300 subjects in four areas
in Taiwan.................................. 17
Table 3.4 Distribution of the in-use textbooks....... 18
Table 3.5 Return rate of the questionnaire........... 20
Table 4.1 Background information of the subjects..... 26
Table 4.2 Subjects’ use of the in-use textbooks...... 27
Table 4.3 Forms used in the textbooks represented by
frequency.................................. 29
Table 4.4 Teaching aids provided by the publishers... 30
Table 4.5 Services provided by the publishers........ 30
Table 4.6 Comparisons among four textbook in item 5
by Tukey HSD............................... 32
Table 4.7 Comparisons among four textbooks in item 2
by Tukey HSD............................... 35
Table 4.8 Problems or difficulties teachers
encountered................................ 36
Table 4.9 The degree of teachers’ satisfaction with
students’ workbooks....................... 37
Table 4.10 Reasons for being dissatisfied with
students’ workbooks...................... 38
Table 4.11 The degree of teachers’ satisfaction with
teachers’ manuals........................ 39
Table 4.12 Reasons for being dissatisfied with
teachers’ manuals........................ 40
Table 4.13 The importance of each criterion
considered in textbook selection.......... 41
Table 4.14 The importance of each criterion in
textbook selection by Chi-Square Test..... 43
Table 4.15 Comparisons among the four parts of Taiwan
in item 8, difficulty levels of grammar,
by Tukey HSD.............................. 44
Table 4.16 Comparisons among the four parts of Taiwan
in item 9, size of vocabulary,
by Tukey HSD.............................. 45
Table 4.17 Comparisons among the four parts of Taiwan
in item 11, content of students’ workbooks,
by Tukey HSD.............................. 47
Table 4.18 Members of textbook selection committee... 48
Table 4.19 Organization of the committee of textbook
selection................................. 49
Table 4.20 Teachers’ experiences of attending
workshops on textbook evaluation and
selection................................. 51
Table 4.21 The procedure of textbook selection....... 52
Table 4.22 The weight of each step in textbook
selection................................. 54
Table 4.23 Adoption of checklists in textbook
selection................................. 54
Table 4.24 The development of the checklist for
textbook selection........................ 55
Table 4.25 The result of changing the version of
textbooks by cross tabulation............. 56
Table 4.26 Reasons why the original versions of
textbooks were be changed to others....... 57
List of Figures
Figure 3.1. The procedure of conducting the study..... 23
Figure 4.1. The comparisons among four textbooks in
item 5 by Tukey HSD....................... 33
Figure 4.2. The comparisons among four textbooks in
item 2 by Tukey HSD....................... 35
Figure 4.3. The comparisons among four parts of Taiwan
in item 8 by Tukey HSD.................... 45
Figure 4.4. The comparisons among four parts of Taiwan
in item 9 by Tukey HSD.................... 46
Figure 4.5. The comparisons among four parts of Taiwan
in item 11 by Tukey HSD................... 48
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