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題 名 | Employing Multimedia Case Studies to Investigate Taiwanese EFL Teachers' Beliefs about Differentiated Instruction=利用多媒體個案調查臺灣高中英語教師對因材施教之信念 |
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作 者 | 李多耕; | 書刊名 | 教育研究與發展期刊 |
卷 期 | 6:4 2010.12[民99.12] |
頁 次 | 頁197-240 |
分類號 | 523.752 |
關鍵詞 | 因材施教教學法; 多媒體個案; 複現邏輯; 師資教育; Teacher development; Multimedia case study; Differentiated instruction; Replication logic; Qualitative study; |
語 文 | 英文(English) |
中文摘要 | 本項研究提供八名於台灣教授英語之國中教師一個多媒體個案。案例的內容,在闡述一名教師在面對提升學生學習興趣的同時,卻又必須兼顧學生將來在標準考試上的表現之兩難。八名受測教師在觀看個案後,各填寫一份內含十五題申論題的問卷,來進行個案分析。在進行個案分析之前,受測者先觀看由研究者及受測學校之校長所進行的個案分析。本研究藉助內容分析法,而八名受測者所撰寫之申論題目,為本項研究資料的主要來源。除此 之外,本研究亦藉助複現邏輯(replication logic),來反覆檢驗受測者的個案分析中,是否有反應類似的主題。 本研究結果顯示,教師對於因材施教的教學信念,完全符合文獻中建議教師在課堂上有效地實行因材施教法,所應注意之六項原則。然而,本項研究結果亦指出,在實行因材施教時,教師較著重以學生的學習程度來作區隔。由於台灣注重升學教育所衍生的標準考試,教師不得不以提升學生分數為教學首要之務。此外,本項研究的第二個研究題目的研究結果,無法解釋閱讀其他教師或專家學者所進行的個案分析,是否能對教師因材施教的理念,造成影響。 |
英文摘要 | The goals of this research aims to report the advantages of using a multimedia case to help Taiwanese EFL teachers reflect upon their beliefs about best practices of differentiated instructions through employing a multimedia. Numerous studies indicate that multimedia cases can be powerful platform to promote teacher self-reflection, foster faculty development, and demonstrate model. A total of eight EFL middle school teachers in Taiwan were presented with a multimedia case, featuring a teacher’s struggle with students’ performances on standardized tests. Each teacher participant was invited to answer a 15-item questionnaire by writing a short essay. Using the content analysis method, teacher essay responses were analyzed to explore Taiwanese teachers’ thoughts about case-method teaching and learning—the primary mechanism to generate data collection in this study. In addition, replication logic was used to see whether there were common salient issues represented in participants’ answers. The results showed that multimedia case study can be a valuable medium for EFL teachers to reflect upon their effectiveness in the classroom. Since language learning and language teaching are dynamic processes, the results of the study expect to provide teachers, administers, and policymakers with another perspective to understand teachers’ beliefs and thus reinforce teachers’ effectiveness in the classroom. |
本系統中英文摘要資訊取自各篇刊載內容。