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研究生：	陳其玲 Chi-ling Chen
論文名稱：	高中學生和教師對於<普通高級中學英文科課程綱要>能力指標的看法 Teachers’ and Student’s Perceptions of the Competence Indicators in National 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：	2012
畢業學年度：	100
語文別：	英文
論文頁數：	142
中文關鍵詞：	高中英文、課程綱要、能力指標
英文關鍵詞：	high school english, Curriculum guidelines, competence indicator
論文種類：	學術論文
相關次數：	點閱：164 下載：15
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九九高中英文課程綱要已頒布施行。為了要增進課程實施的效益，有必要研究利害關係人的對於課程改革的感知和接受度。其中，老師和學生對於課程目標的看法尤其重要，因為其看法會決定他們是否會完成目標能力的教學與學習。本研究目標就在於了解老師和學生對於課程綱要中，將課程目標概念化的分項能力指標的看法。
來自台灣各區域的1,422位學生和110位老師參與了這次的問卷調查研究。老師和學生填寫兩種不同版本的問卷。在問卷中，他們在五點量表中填入他們認知裡每個分項能力指標的重要性，並且選擇是否會將該分項能力指標作為課程的教學或學習目標。研究者使用了描述性數據、t檢定，以及卡方檢定來分析參與教師與學生的問卷填答。
本研究發現老師和學生認為各分項能力指標相當重要，且大部分填答者願意將分項能力指標當作是教學或學習的目標；但參與本研究之師生對思考能力指標的重視程度較低。老師和學生對於閱讀、寫作、學習策略，以及學習興趣與態度的分項能力指標看法不一。根據研究結果，有關當局應更加強宣傳九九高中英文課程綱要的特色─思考能力，同時也應設法縮短老師和學生對能力指標認知上的差異。

The 2010 Curriculum Guidelines for Senior High School English have been put into practice. In order to enhance the effectiveness of the curriculum implementation, it is necessary to investigate the stakeholders’ perceptions and acceptance of the mandated curriculum. Teachers’ and students’ perceptions and acceptance of the course objectives are especially important because they may determine whether teachers and students would take action to achieve the mandated goals. The present study thus aims to understand how teachers and students perceive the competence indicators in the Curriculum Guidelines, which conceptualize the course objectives.
In total, 1,422 students and 110 teachers from senior high school in different parts of Taiwan were recruited to participate in the survey study. Teachers and students filled in two different versions of questionnaires. They were required to assign a perceived importance value to each competence indicator on a five-point Likert scale and choose whether they would take the indicator as teaching or learning goal. Descriptive statistics, t-test, and Chi-square analysis were used to analyze the data.
Results of the study show that both teachers and students recognized the competence indicators as important, and most participants would take the indicators as their learning goals. However, less emphasis was put on the indicators for thinking skills, one of the curricular innovations in the 2010 Curriculum Guidelines. Most importantly, teachers and students differed in their views about competence indicators for reading, writing, learning strategy, and learning attitude. It is suggested that authorities concerned should put more emphasis on promoting the new feature of 2010 Curriculum Guidelines for Senior High School English, i.e. thinking skills. It is also necessary to bridge the gap between teachers’ and students perceived importance of abilities to be developed in the English course.

CHAPTER ONE    INTRODUCTION ………………………………………..    1
Research Background ……………………………………............................    1
Significance of Study ……………………………………………………….    5
Research Questions …………………………………………………………    7
Organization of the Study …………………………………………………..    7

CHAPTER TWO    LITERATURE REVIEW …………………………………    8
2010 National Curriculum Guidelines for Senior High School ……………    8
2010 Curriculum Guidelines for Senior High School English     10
Factors Related to Curriculum Implementation ……………........................    14
The Influence of Stakeholders’ views on Curriculum Implementation ........    16
The Role of Teachers’ Perceptions in Curriculum Implementation ..…..    18
The Role of Students’ Perceptions in Curriculum Implementation ..........    23

CHAPTER THREE   METHOD ……………………………………………..    26
Participants ……………………………………………………………….    26
Background Information of Student Participants …………………….    26
Background Information of Teacher Participants …………………….    29
Instruments ……………………………………………………………….    33


Data Collection Procedures..……...………………...……………….….......    34
Data Analysis Procedures ..…………………………………….……….......    34

CHAPTER FOUR    RESULTS ……………………………………………….    36
Participants’ Views of Competence Indicators for Listening …………........    36
Participants’ Views of Competence Indicators for Speaking  ……………..    41
Participants’ Views of Competence Indicators for Reading ………………..    46
Participants’ Views of Competence Indicators for Writing…………….......    52
Participants’ Views of Competence Indicators for Four-Skill Integration..……..    58
Participants’ Views of Competence Indicators for Thinking Skills ………..    63
Participants’ Views of Competence Indicators for Learning Strategies     67
Participants’ Views of Competence Indicators for Learning Attitudes and Motivation……………………………………………………………….    73
Participants’ Views of Competence Indicators for Cultural Understanding and Global view ………………………………………………………    79
Summary …………………………………………………………………..    84

CHAPTER FIVE    DISCUSSION AND CONCLUSION …………………….    91
Discussion of Major Findings ………………………………………………    92
Teachers’ and Students’ Perceived Importance of Competence Indicators ………………………………………………………….    92


Competence Indicators as Teachers’ and Students’ Teaching or Learning Objectives …………………………………………….    96
Implications of the Study ……………….…………………………………..    99
Limitations of the Study ….………………..………………………………..    101
Future Research Directions …………………………………………………    101

References …………………………………………………………………………    103
Appendixes …………………………………………………………………………
Appendix A  Chinese and English versions of Competence Indicators in 2010 Curriculum Guidelines for Senior High School English     114
Appendix B  Questionnaire for Students …………………………………..    125
Appendix C  Questionnaire for Teachers …………………………………..    134


LIST of TABLES

    page
Table 1.    Number and Percentage of Student Participants by Areas and Schools.     27
Table 2.    Number and Percentage of Student Participants by Grade Level …….    28
Table 3.    Distribution of Student Participants by Start Learning Time ……..…..    28
Table 4    Distribution of Student Participants by Cram School Experience ……    29
Table 5.    Distribution of Student Participants by Proficiency Test experience. ..     29
Table 6.    Distribution of Teacher Participants by Area.  ………………………    30
Table 7.    Distribution of Teachers by Age.  ….…………………………………    30
Table 8.    Distribution of Teachers by Teaching Experience. ……………………    31
Table 9.    Distribution of Teachers by English Teaching Experience.  …………    31
Table 10.    Distribution of Teachers by Perception of Students’ Academic Performance. ………………………………………………………….    32
Table 11.    Distribution of Teachers by Perception of Students’ English Proficiency.  ………………………………………………………….    32
Table 12.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Listening.  …………………………………………….    37
Table 13.    Percentage of Participants Taking Each Competence Indicator for Listening as Teaching or Learning Goal  …………………………….    39
Table 14.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Speaking  ……………………………..………………    42
Table 15.    Percentage of Participants Taking Each Competence Indicator for Speaking as Teaching or Learning Goal. ……………………………..    44


Table 16.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Reading  ………………………………………………    46
Table 17.    Percentage of Participants Taking Each Competence Indicator for Reading as Teaching or Learning Goal  …………………………….    50
Table 18.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Writing.  ………………………………………………    52
Table 19.    Percentage of Participants Taking Each Competence Indicator for Writing as Teaching or Learning Goal ………………………………..    56
Table 20.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Four-skill Integration  ……………………………….    58
Table 21.    Percentage of Participants Taking Each Competence Indicator for Four-skill Integration as Teaching or Learning Goal ….…………..….    61
Table 22.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Thinking Skills ………………..……………………….    63
Table 23.    Percentage of Participants Taking Each Competence Indicator for Thinking Skills as Teaching or Learning Goal ………………………..    66
Table 24.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Learning Strategies  ……………………………….    68
Table 25.    Percentage of Participants Taking Each Competence Indicator for Learning Strategies as Learning or Teaching Goal  ………………..    71
Table 26.    Teachers’ and Students’ Perceived Importance of Competence Indicators for Learning Attitude and Motivation  ……………….…    73
Table 27.    Percentage of Participants Taking Each Competence Indicator for Learning Attitude and Motivation as Teaching or Learning Goal     77


Table 28.    Students’ Perceived Importance of Competence Indicators for Cultural Understanding and Global View  ……………….……….    79
Table 29.    Percentage of Participants Taking Each Competence Indicator for Cultural Understanding and Global View as Teaching or Learning Goal………………………………………………………………..    82
Table 30.    Competence Indicators Assigned Higher Importance Values by Teachers     86

                                

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