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研究生:杜文誠
研究生(外文):Tu Wen-chen
論文名稱:台南市國中英語教師對現行版教科書看法及使用現況調查
論文名稱(外文):An Investigation on Junior High School English Teachers’ Opinions and Use of Current English Textbooks in Tainan City
指導教授:陳怡真陳怡真引用關係
指導教授(外文):Chen I-chen
學位類別:碩士
校院名稱:南台科技大學
系所名稱:應用英語系
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:英文
論文頁數:92
中文關鍵詞:英語教科書國中英語
外文關鍵詞:Junior high school English textbooks
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本研究旨在調查台南市國中英語教師對於目前現行版的英語教科書看法及教師實際使用的現況調查。研究對象為台南市27所國中的135英語教師,主要的研究工具為問卷。 問卷統計分析的方法是使用SPSS 10.0來計算出問卷的每個項目累積的次數及百分比結果。

主要研究發現摘要如下:
1. 關於教科書政策 : 對於「教師可自行選用國中英語教科書版本」,超過半數的台南市國中英語教師(77.1%)傾向同意。 非常同意佔(31.9%),同意佔(45.2%)。對於「各縣市應使用相同版本的教科書」,不同意的老師佔最多(33.3%)。
2. 關於教科書選擇:台南市國中最廣為使用的英語教科書,國中一年級和二年級為康軒版本(64%)及南一版本(20%)。國中三年級為康軒版本(50%)及翰林版本(20%)。台南市國中英語教科書的選擇主要是由「英語老師共同開會決定」(91.9%)。教師在選擇教科書時主要的考量為「教材內容難易度」(91.9%)及「習題數量是否足夠」(48.9%)。教師在使用補充教材方面,主要為英語學習雜誌(100%)及自編教材(52.6%)。台南市國中英語教師認為最理想的教材產生方式為 「不同書商所出版的教科書」(47.4%)。
3. 對於教科書印刷品質、教師手冊、教具,大多數的老師感到滿意。
整體而言,教師對於目前教科書的單字片語數量、課文長度及難度感到不滿意。
使用教師手冊的比例最高為「經常使用」(37%)。
4. 教師在教學上最為注重的是「文法」(83%),「說」的部份較不重視。「學生是否對目前教科書感到興趣」, 大多數的老師選擇「普通」(62.2%),其次為「感到興趣」(32.6%)。大多數的老師會讓學生實際在課堂上參與課後習題上的活動 (91.1%)。教師使用目前教材所遭遇的到最主要困難為「課程銜接不易」(21.9%),其次為「與學生程度不符合」(20%)。
5. 大多數的國中英語老師願意嘗試使用電腦輔助教學來配合教科書授課(81%),而國中英語老師認為如果目前要實施電腦輔助教學最困難的因素為: 軟硬體設備不足夠 (39%), 其次為教育政策不穩定 (34%)。
The purpose of this research was to explore junior high school English teachers’ perceptions about current English textbooks and explore the practical use of textbooks in Tainan City. The subjects were 135 English teachers from 27 junior high schools in Tainan City. The main instrument was the questionnaire. The approach to present the result of the questionnaire in a statistic way was to use SPSS 10.0 to calculate the frequencies and percentages of each item in the questionnaires. The main findings are summarized as follows:
Regarding textbook policy, more than half of the teachers (77.1%) agreed to have their own right to choose the edition of textbooks. 33.3% of the teachers disagreed that every county and city should use the same edition of textbooks.
As for textbook selection, the top two widely adopted English textbooks in Tainan City were Kang-hsuan (64%) and Nan-yi (20%) in the seventh and eighth grade; Kang-hsuan (50%) and Han-lin (20%) in the ninth grade. The selection of junior high school English textbooks is mainly decided by the English teaching committee (91.9%). Teachers’ main considerations of selecting textbooks are the difficulty level of contents (91.9%) and the substantial amount of exercise (48.9%). Teachers in Tainan City think that the most ideal way to compile and select the textbooks is that commercial textbooks are produced by publishers (47.4%).
On the whole, most teachers were satisfied with the printing quality, teacher’s manuals and teaching aids. Teachers were not very satisfied with the number of vocabulary and new phrases, the length and the difficulty of texts. 37% of the teachers often used the teacher’s manuals. Teachers’ main supplementary materials are English magazines (100%) and self-made materials (52.6%).
In classroom teaching, teachers put emphasis on the part of teaching grammar most (83%). On the other hand, teachers pay less attention to the part of speaking. When asked if students were interested in current textbooks, most teachers’ responses were average (62.2%). Only (32.6%) students felt interested in it. Most teachers (91.9%) encouraged students to participate in the activities of workbooks in class. When teachers used the current textbook in class, the main problem was that current textbooks were difficult to relate to the elementary school English level (21.9%). The second problem was that current textbooks were not suitable to students’ level (20%).
As for the application of CALL program in class, most of the teachers (81%) would like to use CALL program in class. But the most difficult factor to apply CALL program in junior high school course is that the equipment of hardware and software is not enough (39%), and the educational policy (34%) is unstable.
Table of Contents
Page
LIST OF TABLES
LIST OF FIGURES
CHAPTER ONE: INTRODUCTION…………………………………. 1
Background and Motivation……………………………………………………...... 1
Statement of the Problem…………………………………………………………... 3
Purpose of the Study……………………………………………………………….. 4
Research Questions………………………………………………………………… 5
Significance of the Study…………………………………………………………... 6
Definition of Terms………………………………………………………………… 6
Limitations of the Study…………………………………………………………….7
CHAPTER TWO: LITERATURE REVIEW………………………….. 8
Introduction………………………………………………………………………… 8
The Role and Importance of Textbooks……………………………………………. 8
The Advantages and Disadvantages of Textbooks…………………………………. 11
The advantages of using textbooks……………………………………………… 11
The disadvantages of using textbooks…………………………………………... 11
The Elements of Ideal Textbooks…………………………………………………... 14
Textbook Development…………………………………………………………….. 15
The Selection and Evaluation of Textbooks……………………………………...... 16
Types of Textbook Evaluation…………………………………………………... 21
Checklists for Initiating a Textbook Evaluation………………………………… 23
Studies on Teachers’ Opinions of the Current English Textbooks in Taiwan……… 26
Textbooks and Computer Assistance Language Learning……………………......... 27
Page
The Use of Computers in the Classroom………………………………………... 28
The Development of CALL……………………………………………………... 29
The Advantages of Using CALL in English Teaching…………………………... 31
CHAPTER THREE: METHODOLOGY…………………………....... 34
Subjects…………………………………………………………………………….. 34
Instruments………………………………………………………………………..... 36
Data Collection…………………………………………………………………….. 36
Pilot Study……………………………………………………………………….. 36
Formal Study…………………………………………………………………….. 37
Data Analysis………………………………………………………………………. 38
CHAPTER FOUR: RESULTS AND DISCUSSIONS………………... 39
Introduction………………………………………………………………………… 39
Part A of the Questionnaire………………………………………………………… 39
Research Question 1……………………………………………………………….. 39
Research Question 2……………………………………………………………….. 53
Research Question 3……………………………………………………………….. 61
Research Question 4……………………………………………………………….. 72
Research Question 5……………………………………………………………….. 79
Part B of the Questionnaire………………………………………………………… 81
Research Question 6……………………………………………………………….. 81
Part C: Comparison of Previous and Present studies………………………………. 85
CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS………… 87
Conclusions……………………………………………………………………….... 87
Pedagogical Implications ………………………………………………………….. 89
Suggestions for Future Research…………………………………………………... 92
Page
REFERENCES………………………………………………………… 93
English References…………………………………………………….. 93
Chinese References……………………………………………………. 98
APPENDIX A台南市國中英文老師對於現行版教科書看法與
使用現況調查表 (Chinese Version)…………………………... 100
APPENDIX B台南市國中英文老師對於現行版教科書看法與
使用現況調查表 (English Version)…………………………... 107
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