臺灣博碩士論文加值系統

本研究的目的在於探討如何藉由課室研究(Lesson Study)來增進和幫助教師檢視自身的教學技巧以及和學生之間的教學互動。課室研究起源於日本，該研究在日本已經推行有百年之久，透過學習小組之間的協同討論，建議和教案修訂，來成為一種能促進教師們自身學習和改善課堂教學的研究。本研究是以北部一所公立高職為例，研究中由新進教師和富有經驗的教師一起組成，小組成員裡的教師們成為觀察者，在示範教師的兩個班級中，進行教學觀摩以及觀察教師的教學和學生的課堂反應。
此研究探討課室研究如何增進教師和學生之間的教學關係，以及為教師們帶來教學上何種的幫助。在本研究的探討重點，會以質和量的研究方法來分析與了解生手教師的教學經驗，以及透過小組課室研究的合作過程來幫助學生提升英語閱讀的能力。

This paper discusses how teachers engage in lesson study to systematically examine their teaching practice with the goal of making their teaching more effectively. Lesson study is a Japanese term of professional development process which improves teaching and builds pedagogical knowledge centered on a small group of teachers jointly discussing, designing, practicing, revising, criticizing and refining a single lesson collaboratively. A group of experienced teachers, a novice teacher from different schools and 86 students from a municipal vocational high school in northern Taiwan participated in this research. The paper would be probed into the process and effectiveness of lesson study. The purpose of the study was to find out the relationship between teaching development and students’ academic performance on reading comprehension. This study describes how instructors could carry out the lesson in the live classroom and explores how the practice teaching of lesson study could improve the teaching to enhance students’ reading comprehension. Both qualitative and quantitative methods were used to collect the research dada.

CHINESE ABSTRACT i
ENGLISH ABSTRACT ii
TABLE OF CONTENTS iii
CHAPTER ONE INTRODUCTION
Motivation and background of the Study 1
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
CHAPTER TWO LITERATURE REVIEW
Teacher’s Development 7
English in Taiwan… 10
Teaching EFL in Taiwan 12
The Importance of English in Taiwanese Vocational Education 14
What Is Reading 16
Reading Comprehension 17
Strategies on reading comprehension in EFL 18
Reading Models 20
The Bottom-up Model 20
The Top-down Model 21
The Interactive Model 22
Identifying Main Ideas, Locating Details, Making Inference 23
Introduction of Lesson Study 24
What is Lesson Study 24
Types of Lesson Study 26
Implementation of Lesson Study 28
Summary 33
CHAPTER THREE METHODOLOGY
Participants 37
Instruments 38
Reading Comprehension Test & Questionnaire 38
Interview 40
Procedures of Research Lesson 43
Data Collection and Analysis 44
CHAPTER FOUR RESULTS
Answers to Research Question 1 45
Answers to Research Question 2 48
The Analysis of Questionnaire in Reading Strategies Use 52
CHAPTER FIVE DISCUSSION & CONCLUSION
Summary of Findings 59
Pedagogical Implications 61
Further Recommendations 62
Conclusion 65
REFERENCES 66
APPENDIX
Appendix 1: Reading Comprehension Test & Questionnaire
(English Version) 78
Appendix 2: Reading Comprehension Test & Questionnaire
(Chinese Version) 86
Appendix 3: Interview Questions 94
Appendix 4: Lesson Plan 95
Appendix 5: English Classroom Observation Instrument 97
Appendix 6: The frequencies of questionnaire in reading strategies use in the first grade class. 99
Appendix 7: The frequencies of questionnaire in reading strategies use in the second grade class. 103
TABLE
Table 1.Three Major Forms of Lesson Study 29
Table 2. Classification of Reading Strategies 39-40
FIGURE
Figure 1: Lesson Study Cycle 33
Figure 2. The Reliability Statics of the questionnaire 53
Figure 3. The average score of the pre-test 54
Figure 4. The average score of the post-test 54
Figure 5. The analysis of frequencies in reading comprehension strategies use (first grade) 55
Figure 6. The analysis of frequencies in reading comprehension strategies use (first grade) 56

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