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題名 | 國小英語教學城鄉差距之研究--以新竹地區為例=A Study on the Differences of English Teaching in Urban and Rural Elementary Schools |
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作者姓名(中文) | 張雅卿; | 書刊名 | 新竹縣教育研究集刊 |
卷期 | 9 2009.12[民98.12] |
頁次 | 頁183-212 |
分類號 | 523.37 |
關鍵詞 | 國小英語教學; 城鄉差距; Elementary english teaching; Rural and urban differences; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在了解城市、鄉鎮及偏遠地區的國小英語教師的教學情況及其差距、課室教學實際情況及其差距,並探討城市、鄉鎮及偏遠地區的國小英語教師所遭遇的困難、成因及解決方式。 研究結果發現鄉鎮及偏遠地區合格且受過專業訓練的國小英語教師不足,尤以偏遠地區最為嚴重,城市國小英語教學不僅授課時間顯著多於偏遠地區,且辦理校內英語推廣活動的種類及頻率皆高於於鄉鎮及偏遠地區國小。 偏遠地區國小在目前實施的英語教學中所遭遇到的問題為「缺乏具英語教學能力的師資」及「缺乏家長的支持」,而鄉鎮地區國小所遭遇到的問題為「缺乏相關教學媒體的配合」。城市地區國小英語教師在教學過程中感到困擾的問題為「學生程度不一」及「任教班級過多」。 |
英文摘要 | The main purpose of this study are (1) to explore the differences of elementary school English teaching in Hsinchu urban, rural and remote areas;(2) to identify the problems of elementary school English teaching inthese areasand possible solutions to these problems. The main findings ofthis studyare asfollows: (a) There is a shortage of qualified elementary school English teachers in rural and remote areas. (b) Compared with teachers in rural and remote areas, the urban teachers are found to have more professional autonomy to select textbooks and teaching materials, to use the teaching strategy of “total physical response” more frequently, to speak more English in classroom teaching, to have more teaching resources, and to assign more homework to their students. (c) Compared with teachers in rural and remote areas, the urban teachers are found to practice more different kinds of teaching activities, to pay more attention to creating a facilitating English learning environment in both classroom and schoolyard. (d) There are more interactions between teachers and students in rural and remote elementary English classroom. (e) All of the urban, rural and remote elementary school English teachers use positive reinforcement to improve the qualities of learning, and all of them use flash cards, posters, CDs, CD players and objects as teaching aids.(f) The problems of being short of qualified English teachers and support from parents are very critical for rural elementary schools. (g) Both rural and remote schools don’t have sufficient instructional media. (h) The urban elementary school English teachers usually have difficulty with large class, and have a heterogeneous student population in terms of students’English learning capacity. (h) The rural and remote areas English teachers don’t have much opportunity to pursue professional development. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。