臺灣博碩士論文加值系統

摘要
教育部自從九十一學年度開放九年一貫國中小教科書市場以來，坊間出版商提供各式各樣符合九年一貫課程總綱要的教科書。無論是國中或是國小的老師都必需負起評選教科書的重責大任。本研究以於民國九十三年到九十五年出版之台灣國中九年一貫英語教書為主題，主要研究目的如下：
一、 探討國中英語教科書在聽、說、讀、寫語言能力方面的設計。
二、 探討國中英語教科書的設計是否符合學生的需求。
三、 探討國中英語教科書的設計是否符合台灣學生的特別需求。
四、 由不同版本的教科書的特色來探討良好或是較弱的教材設計。
五、 設計出一套教科書評選參考指標。
本研究的樣本為經過教育部審定，於民國九十三到九十五年出版完整六冊並上市之國中英語教科書，共有五家符合標準之出版商。第一項研究工具為由研究者整合國內外相關教科書設計文獻而成的評鑑規準，由研者本身及一位現任國中英語教師依據此評鑑規準來評鑑目前市面上五個不同版本的國中英語教科書，並於評鑑後填寫一份意見表。另外兩項研究工具分別為針對現職國中英語教師訪談以及針對目前就讀國中八、九年級學生之問卷，藉此了解使用者對於教科書的意見。除了研究者本身，另有一位現職國中英語教師參與評鑑，以建立評分者間的信度，兩位評鑑者的評析結果在Spearman’s Rho測試下呈現相當高的評分者信度。本研究之資料分析採用雙因子及單因子變數分析(Two-way ANOVA and One-way ANOVA)。教師及學生使用者的訪談問卷和評鑑者的意見，則採用內容分析的研究方式。
本研究的主要發現為：
一、 在聽、說、讀、寫語言能力方面，目前在五個版本的國中英語教科書的編輯設計上，無論是在版本間或是冊與冊之間，都呈現不均衡的現象，在寫的方面設計都比較弱，在聽跟讀的設計較強，說的設計則是界於寫以及聽、讀之間。
二、 在符合學生需求方面，目前五個版本的國中英語教科書皆能引起學生們的興趣；也提供學生聽說讀寫綜合能力的練習以及中外文化習俗的相關內容。但是卻很少關於學習方法的內容。
三、 針對台灣學生的特別需求，現行國中英語教科書內容足夠讓學生參加基本學力測驗，然而在準備全民英檢初級測驗上，仍需要另外的補充教材。
四、 經由歸納整理現行各版本國中英語教科書設計之特色後，共有九項優良的教科書設計及七項較弱的設計。
五、 經過文獻的探討，提供一套教科書評選參考指標以供國中英語教師在選用教材時的參考。
此項研究可使國中英語教師更加了解市面上五種版本的教科書，做為選擇教科書時的參考；並提供出版商在未來編寫教科書時的一些方向。

ABSTRACT
Because of the liberalization of English textbooks in Taiwan, it is not an easy job for school teachers to choose textbooks from a variety of approved versions. The purpose of this study is to examine current junior high school English textbooks to see the quality of the design of the four language skills and to see if the design fits students’ needs. By examining the English textbooks, the researcher also tries to find out the good and weak qualities of textbook design. There are five different publishers which provide the Minister of Education (MOE) approved junior high school English textbooks. Therefore, the last goal is to design a checklist for junior high school teachers when they have to choose a textbook for their students.
A review of literature about textbook design was consolidated to form a detailed evaluation process and survey for the five series of textbooks. Two raters were involved in the ranking and evaluating the textbooks in order to avoid subjectivity and they were asked to give open comments toward the books after grading. The researcher tried to find out that whether the four language skills are emphasized equally in different versions of textbooks as requested by the MOE. In addition, six teachers and twenty-eight students participated in this study. Their opinions were gathered through interviews and surveys, and the researcher would conduct content analysis. The result of content analysis was used to strengthen the statistical results. This constitutes the qualitative analysis of this study. The raters’ grading was analyzed by two-way ANOVA (4*6 and 4*5) and one-way ANOVA. The results were tested by the Sheffé’s post hoc test to see the differences among different factors. This is the quantitative analysis of the study.
The major findings of this study were summarized as follows. First, both forms of analysis portent that all of the textbooks put much emphasis on listening and reading while less emphasis is given on writing. The design of the speaking skill is stronger than the design of the writing skill; however, it is weaker than the design of the listening and reading skill. Second, the five series of textbooks provide students exercises to integrate the four language skills. They can also arouse students’ interests toward learning; however, they fail to offer students learning methods or strategies. Moreover, current junior high school English textbooks put much emphasis on different culture and customs design. For Taiwanese students’ special needs, current junior high school English textbooks are helpful for the students to prepare for the Basic Competence Test; however, they are not very helpful for preparing for the General English Proficiency Test. Third, some good qualities of textbook design should be advocated, and weak qualities should be left out. Finally, a checklist composed of different factors is offered for junior high school teachers. At the end of the study, some suggestions toward school teachers and textbook designers are provided.
The significance of this study is that hopefully, the evaluation and the users’ opinions can help junior high school English teachers get a better understanding of current textbooks. Also the researcher hopes to provide some modification directions for textbook designers on the English textbooks in the future.

TABLE OF CONTENTS

CHINESE ABSTRACT……………………………………………………………………………v
ENGLISH ABSTRACT…………………………………………………………………………vii
ACKNOWLEDGEMENTS………………………………………………………………………… ix
TABLE OF CONTENTS………………………………………………………………………… x
LIST OF TABLES…………………………………………………………………………… xv
LIST OF FIGURES…………………………………………………………………………xvii

CHAPTER I
INTRODUCTION……………………………………………………………………1
Background…………………………………………………………………… 1
Rationale………………………………………………………………………2
Purposes and Research Questions of the Study…………………4
Significance of the Study………………………………………………5
Limitation of the Study…………………………………………………5
Organization of the Thesis…………………………………………… 6
CHAPTER II
LITERATURE REVIEW…………………………………………………………7
Material Design………………………………………………………………7
English Ability Indictor by the MOE…………………………… 7
Language Skills……………………………………………………………8
Students’ Needs…………………………………………………………11
Related Research in Taiwan…………………………………………17
Summary………………………………………………………………… 19
Textbook Evaluation………………………………………………………20
Why Do Teachers Use Textbooks……………………………………20
Disadvantages of Textbooks…………………………………………21
The Importance of Choosing a Good Textbook…………………21
The Importance of Checklists in Textbook Selection…… 22
Review on Textbook Evaluation Criteria……………………… 23
Criteria of Textbook Selection in Taiwan…………………… 27
Summary……………………………………………………………………28
III MATERIALS AND METHODOLOGY……………………………………………29
Material Selecting Criteria……………………………………………29
Instruments……………………………………………………………………30
The Design of the Evaluation Questions for the Junior High School English Textbooks…31
The Design of the Interview Questions for Junior High School Teachers…37
The Design of the Survey Questions for Junior High School Students…39
Procedure……………………………………………………………………… 40
Data Collection and Analysis………………………………………… 43
IV RESULTS…………………………………………………………………………47
General Results of the Four Language Skills……………………47
Comparison of the Design of the Four Skills across the Six Volumes…47
Summary of the findings on skills across six volumes…57
Comparison of the Design of the Four Skills across the Five Publishers…58
Summary of the findings on skills across the five publishers…66
The Results of Students’ Needs………………………………………66
Summary of the Findings on the Design for Students’ Needs…71
Characteristics of Different Series of Textbooks……………71
The A Series Textbook………………………………………………… 71
The B Series Textbook………………………………………………… 72
The C Series Textbook………………………………………………… 73
The D Series Textbook………………………………………………… 74
The E Series Textbook………………………………………………… 75
The Qualitative Analysis…………………………………………………77
Teacher-users’ Opinions………………………………………………77
Student-users’ Opinions………………………………………………80
Raters’ Open Comments………………………………………………… 82
Results of Additional Findings…………………………………… 85
Checklist Design…………………………………………………………… 86
V DISCUSSION………………………………………………………………………89
General Analysis of the Design of Four Skills…………………89
The Listening Skill………………………………………………………90
The Reading Skill…………………………………………………………90
The Speaking Skill……………………………………………………… 92
The Writing Skill…………………………………………………………93
Analysis of the Design of the Four Skills across the Six Volumes…94
The Listening Skill……………………………………………………94
The Speaking Skill………………………………………………………95
The Reading Skill………………………………………………………95
The Writing Skill………………………………………………………96
Summary……………………………………………………………………96
Analysis of the Design of the Integrated Skills……………97
Analysis of the Design of Interests and Methods in Learning English…99
Analysis of the Design of Culture and Customs………………100
Analysis of the Specific Needs of Taiwanese Students……101
Analysis of the Good and Weak Qualities in Current Junior High School English Textbooks…102
Additional Findings………………………………………………………104
VI CONCLUSION……………………………………………………………………106
Major Findings………………………………………………………………106
Pedagogical Implications…………………………………………… …112
Suggestions for Future Research………………………………… …115
REFERENCES………………………………………………………………………117
APPENDIX A: Research Materials Utilized……………………………………… 123
APPENDIX B: Evaluation Questions for the Junior High School English Textbooks…126
APPENDIX C: Junior High School English Textbook Evaluation Grading Chart…127
APPENDIX D: Open Comments Form for the Raters………………………………128
APPENDIX E: Interview Questions for Junior High School Teachers (English version) …129
APPENDIX F: Interview Questions for Junior High School Teachers (Chinese version)…130
APPENDIX G: Survey Questions for Junior High School Students (English version)…131
APPENDIX H: Survey Questions for Junior High School Students (Chinese version)…132
APPENDIX I: Generalized Means of the Factors………………………………133
APPENDIX J: Junior High School English Textbook Evaluation Criteria (English version)…135
APPENDIX K: Junior High School English Textbook Evaluation Criteria (Chinese version)…137

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