臺灣博碩士論文加值系統

本研究旨在探究某一新北市國小英語教師之教學信念，及其教學信念如何影響其教學實踐，進一步達到提升學生英語能力之成效。本研究採質性個案研究法，立意選取研究對象，以訪談法與文件分析法進行研究。本研究獲得之結論如下：

壹、個案教師之教學信念與教學實踐
一、課程規劃：須發揮專業知能，引發孩子的學習興趣，並將課程視為待驗證的假設。
二、教學實施：重視孩子個別差異，輔以小主人與小老師制度，增進教學成效。
三、教學評量：重視評量目的與訂正成效，建立評量紀錄，並融入多元評量及獎勵制度。
四、教師角色：熱忱與專業是教學者應具備的特質。
五、教師對知識的看法：培養孩子學習、獨立思考與判斷的能力，並重視基本品格教育。

貳、個案教師於補救教學之教學信念與教學實踐
一、課程規劃：因應個別差異，並由教師擔任課程主要引導者，且勿進行過度練習。
二、教學實施：給予孩子階段性任務，進行基本重要概念的學習，並廣設補救教學班。
三、教學評量：透過評量診斷孩子的學習困境，逐一輔導，深化補救教學成效。
四、教師角色：面對弱勢的孩子，應給予加倍的關懷與陪伴，欣賞孩子的進步。
五、教師對知識的看法：將英語融入生活中，傳達學習英語的必要性與重要性。

參、個案教師於教學實踐時所面臨之困境及因應之道
一、善用教學方法與策略，兼顧課內與課外補充課程，彌補授課時間不足的困境。
二、自行補充教科書不足處，將檢測的概念與題型，融入平時的教學與評量中。
三、針對學習極為弱勢的學生，教師應以堅持不放棄的精神，協助孩子解決困難。

肆、個案教師於補救教學實踐時所面臨之困境及因應之道
一、自行開設補救教學班，以因應政府補助補救教學班入班資格過於嚴苛之困境。
二、確實篩選參與補救教學的學生，鼓勵具專業背景教師，加入補救教學行列，以因應師資不足及師資不一的困境。

關鍵字：英語教師、教學信念、教學實踐

The purpose of this study is to explore the teaching beliefs of an elementary school English teacher in New Taipei City, and how the teacher transforms his teaching beliefs into practical practice to promote students’ English abilities. By adopting qualitative case study method, using purposive sampling to choose the participants, then investigates them by means of interview method and data analysis. The findings obtained in this study are as follows:

1. Teaching Beliefs and Practice of the Teacher
(1)Curriculum planning: Teachers should bring their professional abilities into full play to motivate students to learn. Teachers need to view the curriculum as hypotheses to test.
(2)Teaching Practice: Teachers should pay attention to student’s individual differences in learning. Teachers can apply peer tutoring to promote the effects of teaching.
(3) Instructional evaluation: Teachers must consider the purposes of evaluation and clarify the incorrect concepts of students after evaluation and keep the complete record. Besides, teachers should incorporate multiple evaluation and award system timely.
(4)Role of teacher: Enthusiasm and profession are essential characteristics of teachers.
(5)Views toward knowledge: Teachers must assist students to build up abilities to learn, think and estimate. In addition, teachers also need to pay attention to character education of students.

2. Remedial Teaching Beliefs and Practice of the Teacher
(1)Curriculum planning: Teachers must consider student’s individual differences while planning the curriculum. And teachers should be the main instructor of the curriculum. Do not give students over-practicing.
(2)Teaching Practice: Teachers should give students learning tasks in phases for them to learn the basic and important concepts. Teachers should offer the remedial teaching resources to students.
(3) Instructional evaluation: Teachers should diagnose the learning problems of students by assessment and give them assistance individually to reinforce the effects of remedial teaching.
(4)Role of teacher: Teachers should give more care and company to students, and appreciate the progress of students.
(5)Views toward knowledge: Teachers should integrate English into daily life and convey the necessity and importance of learning English.

3. Dilemma and Solutions of Teaching
(1) Teachers should make good use of teaching methods and strategies. And take both in-class and extracurricular courses into account to make up for the lack of time for teaching.
(2) Teachers should supplement the content of textbooks whenever necessary. For Elementary School Student Proficiency Test, teachers can integrate the concepts and the types of test questions into daily teaching and evaluation.
(3) For those students who are extremely disadvantaged, teachers should try their best and never give up assisting students to solve their difficulties.

4. Dilemma and Solutions of Remedial Teaching
(1) Teachers should set up the remedial class on his/her own to compensate the strict criteria for students on entering the remedial class set up by the government.
(2) Teachers should select students who actually need the remedial teaching resources. And teachers with professional background are encouraged to join the remedial teaching to solve the shortage of remedial teaching teachers and the uneven qualities of remedial teaching teachers.

Keywords: English teacher, teaching beliefs, teaching practice

第一章 緒論...........................................1
第一節 研究動機.......................................1
第二節 研究目的.......................................5
第三節 研究問題.......................................5
第四節 名詞釋義.......................................6
第五節 研究範圍與限制................................. 8

第二章 文獻探討.......................................9
第一節 教學信念意涵...................................9
第二節 教學信念與教學實踐之探究.......................27
第三節 我國國小英語教學現況探究.......................39

第三章 研究方法與設計................................45
第一節 研究參與者....................................45
第二節 研究方法......................................50
第三節 資料處理與分析.................................57
第四節 研究信實度....................................60
第五節 研究倫理......................................61

第四章 研究發現與討論............................... 63
第一節 個案教師之教學信念與教學實踐...................63
第二節 個案教師於補救教學之教學信念與教學實踐..........93
第三節 個案教師於教學實踐時所面臨之困境及因應之道......103

第五章 研究結論與建議..............................115
第一節 研究結論....................................115
第二節 研究建議....................................125

參考文獻...........................................129
附錄一.............................................136
附錄二.............................................137
附錄三.............................................139
附錄四.............................................140