臺灣博碩士論文加值系統

摘要
從九零年代後期開始，台灣的教育實習制度已有重大改變--在成為正式教師之前，所有實習老師必須在至少一名指導老師的輔導下完成一年的實習。因此，了解實習教師的閱讀教學信念及其實際教學與信念間的相關性應能為師資培訓教育融入語言教學認知層面的知識。
為探究英語實習教師之閱讀教學信念及其實際教學之間的相關性，本研究採用多重的研究方法，包含問卷、教案選擇、訪談及課堂觀察。研究共分兩階段，在第一階段中，由五十七名台灣師範大學的實習教師填寫問卷並選擇一份理想教案，在比較問卷分數及教案選擇之後，各選出兩名教師代表以文本為中心 (text-based)， 以讀者為中心 (reader-based)，及雙向式的(interactive)信念。這六名教師在第二階段的研究中分別接受訪談及三堂課堂觀察。訪談內容於分析後予以分類，課堂觀察皆以觀察表作紀錄後分類。
第一階段研究中的問卷、教案選擇及第二階段的訪談結果一致地顯示實習教師的閱讀教學信念傾向於以讀者為中心及雙向式的兩種。然而，課堂觀察的分析結果卻顯示出相反的傾向，亦即實習教師的實際教學偏向於以文本為中心，顯示出實習教師的實際教學方式與其閱讀教學信念並不相符。對於可能妨礙實習教師貫徹其閱讀教學信念的因素如指導老師的影響、學校統一進度的問題、考試及學生素質等皆在研究中討論，本研究最後並提出幫助實習教師應用其閱讀教學信念於實際教學的建議。

Abstract
Since the practicum system was modified in the late 1990s, prospective teachers have been asked to practice teaching for one year under the guidance of at least one mentor. With an understanding of what the trainee teachers’ theoretical orientations toward reading instruction are and whether they are able to provide instructions accordingly, the field of teacher preparation programs will be able to integrate knowledge about the cognitive dimensions of language teaching into the content of teacher pre-service education. To examine the relationship between prospective teachers’ theoretical orientation toward reading instruction and their classroom instructional approaches, this study was conducted with a multidimensional profile, consisting of a questionnaire, an ideal lesson plan choosing task, an interview, and classroom observations. In Phase I, the beliefs of fifty-seven National Taiwan Normal University trainees were elicited by means of the questionnaire and the lesson plan choosing task. After comparing the results in Phase I, two participants representing each orientation, text-based, reader-based, and interactive orientation, were chosen to participate in the study of Phase II. In Phase II, six participants were interviewed and their classes observed and coded with a checklist. Their interview responses were then analyzed to compare with the classroom observations.
The results of the Phase I questionnaire, lesson plan choices, and Phase II interview indicated that most of these trainees had non-text-based orientations. However, the classroom observations in Phase II revealed a contrary tendency; that is, in most classes observed, instructors favored the text-based instructional practices. The factors that affected these trainees’ application of ideal instructions, such as the mentoring system, school-wide syllabus, exams, and students’ proficiency levels, were discussed. Suggestions were made to enhance the trainees’ attempts to apply beliefs in authentic classroom contexts during the period of practicum.

CONTENTS
Acknowledgements ________________________________________i
Chinese abstract ___________________________________________ii
English abstract ___________________________________________iii
Contents _________________________________________________iv
List of tables ______________________________________________vii
1. Introduction _____________________________________________1
1.1 Background of the study _________________________________________1
1.2 Significance of the study _________________________________________3
1.3 Organization of the study _________________________________________4
1.4 Research questions ______________________________________________5
2. Review of the Literature ___________________________________6
2.1 Studies on teachers’ cognitive structure _____________________________6
2.2 Definitions of beliefs ____________________________________________7
2.3 Definitions of teachers’ beliefs ____________________________________9
2.4 Methodologies for examining teachers’ beliefs _______________________10
2.5 Research on teachers’ beliefs and classroom practices _________________12
2.6 Research on reading theories _____________________________________14
2.6.1 Models of L1 reading ______________________________________14
2.6.2 Reading in a second language ________________________________17
2.7 Research on teachers’ beliefs and practices in the field of reading ________18
2.7.1 Reading instructions ______________________________________18
2.7.2 Methodologies employed to tap belief-practice relationship
in reading_____________________________________________19
2.8 Influential factors in belief-practice consistency _____________________26
3. Research Methodology ___________________________________28
3.1 Subjects _____________________________________________________29
3.2 Instruments __________________________________________________31
3.2.1 The questionnaire ________________________________________31
3.2.2 Ideal lesson plans________________________________________32
3.2.3 The interview questions __________________________________33
3.2.4 The coding sheet _______________________________________34
3.2.5 The classroom observation checklist _______________________34
3.3 Procedures _________________________________________________36
3.3.1 Procedures of data collection ______________________________37
3.3.2 Procedures of data analysis _______________________________ 38
3.4 Summary ___________________________________________________39
4. Results________________________________________________41
4.1 Results of Phase I______________________________________________41
4.1.1 The questionnaire _______________________________________41
4.1.2 Ideal lesson plan choosing task ____________________________49
4.1.3 Consistency of the results of the questionnaire and lesson plan
Choices_______________________________________________49
4.2 Results of Phase II ___________________________________________55
4.2.1 Interview ______________________________________________55
4.2.2 Classroom observations ___________________________________62
4.3 New analysis ________________________________________________73
4.3.1 Phase I results_________________________________________74
4.3.2 Phase II results ________________________________________77
4.4 Summary __________________________________________________78
5. Discussion and conclusion ________________________________80
5.1 Discussion of results of Phase I __________________________________80
5.2 Discussion of results of Phase II _________________________________82
5.3 Discussion of research questions ________________________________88
5.4 Suggestions and conclusions ___________________________________91
5.4.1 Suggestions for teacher educators and prospective teachers _______91
5.4.2 Conclusion _____________________________________________93
5.5 Implications of the study _______________________________________94
5.6 Limitations __________________________________________________95
5.7 Summary ___________________________________________________96
Appendix A _____________________________________________97
Appendix B _____________________________________________98
Appendix C ____________________________________________102
Appendix D ____________________________________________104
Appendix E ____________________________________________105
Appendix F ____________________________________________109
Appendix G____________________________________________110
Appendix H ____________________________________________112
References ____________________________________________113
List of Tables
Table 3.1 Profile of six Phase II participants _______________________________30
Table 4.1 The average score of seven statements in each category ______________42
Table 4.2 Average scores of text-based statements __________________________42
Table 4.3 Average scores of reader-based statements ________________________43
Table 4.4 Average scores of interactive statements __________________________44
Table 4.5 Comparison of group averages and eighteen dual-oriented participants’ individual averages in each category ____________________________46
Table 4.6 Comparison of group averages and eight text-based participants’ individual averages in each category _____________________________________47
Table 4.7 Comparison of group averages and six reader-based participants’ individual averages in each category _____________________________________47
Table 4.8 Comparison of group averages and the interactive participants’ individual average in each category _____________________________________48
Table 4.9 Lesson plan choices of eight text-based trainees ____________________50
Table 4.10 Lesson plan choices of six reader-based trainees ___________________51
Table 4.11 Lesson plan choices of fourteen interactive trainees ________________52
Table 4.12 Lesson plan choices of eighteen dual-oriented trainees ______________54
Table 4.13 The frequencies of keywords mentioned in the interviews by the six participants in Phase II _____________________________________ 56
Table 4.14 Comparison of the results of Phase I and the Phase II interview analysis__________________________________________________58
Table 4.15 Results of classroom observations ______________________________72
Table 4.16 Results of the questionnaire score grouping _______________________74
Table 4.17 Lesson plan choices of eleven dual-oriented (text-based/interactive) participants ________________________________________________76

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