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研究生： 王淑寬
Wang, Shu-Kuan
論文名稱： 高中教師對〈十二年國民基本教育英語文課課程綱要〉高中學習階段表現條目的看法
Teachers’ Perceptions of the Learning Performance Items in the 12-year Basic Education Curriculum Guidelines for Senior High School English
指導教授： 程玉秀
Cheng, Yuh-Show
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2020
畢業學年度： 108
語文別： 英文
論文頁數： 200
中文關鍵詞： 高中英语 、十二年國民基本教育 、英語課程綱要 、學習表現條目
英文關鍵詞： Senior High School English, the 12-year Basic Education, English Curriculum Guidelines, Learning Performance Items
DOI URL： http://doi.org/10.6345/NTNU202001631
論文種類： 學術論文
相關次數： 點閱：176  下載：47 
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    • 《十二年國民基本教育英語文課程綱要》自2019年實施。因為教師在教育政策成功實施上扮演重要的角色，了解教師對於新課綱的看法極為重要。因此，本研究針於高中教師對《十二年國民基本教育英語文課程綱要》中的核心元素－學習表現條目的看法進行問卷調查。
    一共有207名高中英语教師參與問卷調查研究。教師在五點量表問卷中的各項學習表現條目，分別圈選其重要性以及可行性的程度。問卷調查中設計了四題開放式問題以探討教師對學習表現條目想法、實踐上的困難和挑戰，以及他們對新課綱的建議。在本項研究中，研究者使用了描述性統計、t檢定、ANOVA以分析教師對於每項學習表現條目重要性和可行性的看法，分析教師教學經驗和學校所在區域對於學習表現條目的重要性和可行性之影響。開放式問題所得的質性資料則採用了文本分析法分析。
    研究結果顯示，教師普遍認為各學習表現條目的重要性高於其可行性。有不同教學經驗和來自不同學校所在區域的教師對某些學習表現條目的看法有明顯差異。教師在開放式問題裡的回應顯示他們遍認為《十二年國民基本教育英語文課程綱要》中的表現條目非常詳細，但他們認為課堂授課時間不足(新課綱授課時數縮減)、工作量過多、學生英文程度低、缺乏學習動機、城鄉差距以及以考試為導向的學習氛圍都可能阻礙新課綱的實行。再者，教師建議有關當局在推行新課綱的時候應支持教師專業發展，如提供符合新課綱理念的教學方法、課程設計和評量相關的工作坊或研習。除此之外，教師也認為有關當局應提供包含所有學習表現條目的教材。而至於對高中英語教師的建議，他們鼓勵所有教師合作進行共同備課。根據本研究發現，研究者對有關當局、高中英語教師和未来的研究者提供具體建議。

    The 12-Year Basic Education Curriculum Guidelines for Senior High School English was launched in 2019. As teachers play a key role in successful implementation of educational policies, it is important to understand their perceptions of the new Curriculum Guidelines. Thus, the present study conducted a survey to investigate teachers’ perceptions of the core element of the Curriculum Guidelines: the learning performance items.
    A total of 207 senior high school English teachers participated in the survey. Teachers assigned a perceived importance values as well as feasibility values to each learning performance item on a five-point Likert scale. Four open-ended questions were designed to explore teachers’ opinions of the learning performance items, difficulties and challenges of implementing the items, and their recommendations for the 2019 Curriculum Guidelines for Senior High School English. Descriptive statistics, t-tests, and ANOVA were used to analyze teachers’ perceived importance and feasibility of the learning performance items as well as the effects of years of teaching experience and school location on their perceived importance and feasibility of the learning performance items. Text analysis procedures were taken as the means to analyze teachers’ responses to the open-ended questions.
    Results of the present study show that teachers generally assigned significantly higher scores to the importance of the learning performance items than to their feasibility. Teachers with different teaching experience and from different school locations differ significantly in their perceptions of certain learning performance items. Teachers’ responses to the open-ended questions showed that they generally considered the learning performance items of the 2019 Curriculum Guidelines for Senior High School English to be comprehensive; however, they thought insufficient classroom instruction time, unreasonable workloads, students’ low English proficiency and lack of motivation, the urban-rural gap, and the examination-oriented atmosphere in Taiwan might impede the implementation of the new Curriculum Guidelines. Furthermore, teachers suggested that the authorities concerned should support teachers’ professional development in implementing the new Curriculum Guidelines by offering workshops or training programs on teaching methods, course design, and assessments in consistent with the Guidelines. Since textbooks are still the dominant instructional materials, teachers also saw the need for the authorities concerned to offer teaching materials incorporating all the learning performance items. As for teachers themselves, they encourage all teachers to prepare lessons collaboratively. Based on the findings of the present study, the researcher provided suggestions to the authorities concerned, senior high school English teachers, and future researchers.

    ACKNOWLEDGEMENTS i CHINESE ABSTRACT ii ABSTRACT iii TABLE OF CONTENTS v LIST OF TABLES vii CHAPTER ONE INTRODUCTION 1 Research Background 1 Significance of the Study 7 Research Questions 8 Organization of the Thesis 9 CHAPTER TWO LITERATURE REVIEW 10 The General Curriculum Guidelines of 12-Year Basic Education 10 The 12-Year Basic Education Curriculum Guidelines for Senior High School English 13 Factors Influencing Curriculum Implementation 18 CHAPTER THREE METHOD 30 Participants 30 Instruments 33 Data Collection Procedures 33 Data Analysis Procedures 34 CHAPTER FOUR RESULTS 35 Questionnaire Results 35 Teachers’ Perceptions of the Learning Performance Items on Listening 35 Teachers’ Perceptions of the Learning Performance Items on Speaking 38 Teachers’ Perceptions of the Learning Performance Items on Reading 41 Teachers’ Perceptions of the Learning Performance Items on Writing 44 Teachers’ Perception of the Learning Performance Items for Integrated Skills 47 Teachers’ Perception of the Learning Performance Items for Interest in and Attitude Toward Learning English 51 Teachers’ Perception of the Learning Performance Items for Methods and Strategies in Learning English 55 Teachers’ Perception of the Learning Performance Items for Cultural Understanding 59 Teachers’ Perception of the Learning Performance Items for Assessment of Logical Thinking, Judgement, and Creativity 63 Teachers’ Perception of the Learning Performance Items on Different Learning Categories 68 How Teachers’ Background Information Affects Their Perceptions of the Learning Performance Items 69 How Years of Teaching Experience Affects Teachers’ Perceived Importance of Learning Performance Items on Different Categories 70 How Years of Teaching Experience Affects Teachers’ Perceived Feasibility of Learning Performance Items on Different Categories 85 How School Location Affects Teachers’ Perceived Importance of Learning Performance Items on Different Categories 99 How School Location Affects Teachers’ Perceived Feasibility of Learning Performance Items on Different Categories 107 Open-Ended Question Results 116 Research Question 2.1: What are teachers’ general impression of the learning performance items? 116 Research Question 2.2: What problems or difficulties do teachers foresee arising during the realization of the learning goals which accompany the learning performance items? 118 Research Question 2.3: What recommendations do teachers have concerning the learning performance items? 120 CHAPTER FIVE DISCUSSION AND CONCLUSION 124 Discussion of Major Findings 125 Teachers’ Perceptions of the Importance and Feasibility of Learning Performance Items 125 Teachers’ Opinions of the Learning Performance Items 133 Implications of the Present Study 135 Limitations and Suggestions for Future Research 137 References 138 Appendix A 146 Appendix B 161 Appendix C 174

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