查詢結果分析
來源資料
相關文獻
- 教學策略與兒童美語程度之相關性研究
- Some Practical Strategies for Selecting Teaching Materials and Providing Comprehensible English Lesson to Students at the University of Technology
- Exploring ELT Teacher's Role within E-Learning from Students' Perceptions
- 南港高工推動英語實務教學策略之研究
- 加速學習對成人英語學習成效影響之研究:權變組合模式教學策略之建構與應用
- 外籍教師進行英語教學之問題研究
- 幼兒園融入式英語教學:兼具幼教與英文專業背景教師之實踐
- 互動討論在師資教育科目教學上的實行與應用
- 美國社區學院的演進與課程發展
- An Interviewing Study of College Students' English Learning Strategy Use
頁籤選單縮合
題名 | 教學策略與兒童美語程度之相關性研究=A Study on the Relationship between Instructional Strategies and Children's English Proficiency Levels |
---|---|
作者 | 柳伊玲; 朱紹俊; Liou, Yi-ling; Chu, Siu-chun; |
期刊 | 康大學報 |
出版日期 | 20180600 |
卷期 | 8 2018.06[民107.06] |
頁次 | 頁35-59 |
分類號 | 805.1 |
語文 | chi |
關鍵詞 | 兒童美語補習班; 教學策略; 學生程度; 英語教學; Children English cram school; Instructional strategies; Language proficiency level; English teaching; |
中文摘要 | 在全球化與少子化的衝擊下,如何制訂有效之教學策略以提升孩童的英文競爭力即是當前炙手可熱的議題。目前相關研究大多以正規學校為例,因此本研究以補習班教學為例,利用其:快速、密集、集中管理及能力分班之優勢,並採質性研究之焦點團體訪談法,探討學生程度與教學策略之關係。研究對象為新北市新莊區某美語補習班之低中高成就合共18位學生。教學策略是以教師為中心、學生為中心及雙主體作為本研究重點。根據學習動機、滿意度、氣氛與成效四種面向來分析,並以三種教學策略及三種學生程度來交叉探討訪談內容。本研究結果顯示:1.低成就學生相對適用於教師中心之教學策略。2.中成就學生相對適用於雙主體之教學策略3.高成就學生相對適用於學生中心之教學策略。最後將歸納結論並提出實務上的建議,以供教師及未來研究者參考。 |
英文摘要 | How to formulate effective instructional strategies to enhance children's English competitiveness under the impact of globalization and low birthrate is recently the most concerned issue in Taiwan. Recent studies mainly focused on formal schools, and thus the qualitative study adopted Focus Group Interview with special reference to an English cram school in Xinzhuang Dist., New Taipei City which has advantages of its fast, intensive, centralized management and competence-based class grouping in order to explore the relationship between instructional strategies and English proficiency level. The eighteen participants consist of students from low to high level, and instructional strategies are teacher-centered, learner-centered and dual subject. On the basis of learning motivation, satisfaction, climate and effectiveness, the main findings are as follows: 1. Low-level students are relatively applicable to the teacher-centered strategy. 2. Medium-level students are relatively suitable for dual subject strategy. 3. High-level students are relatively applicable to the learner-centered strategy. Finally, this study provides some practical recommendations for English teachers and future researchers as a reference. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。