(3.236.214.19) 您好!臺灣時間:2021/05/09 21:34
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:陳桂花
研究生(外文):GUEI-HUA CHEN
論文名稱:英文分組教學成就、學習態度與基本學力測驗成績關係之研究-以桃園縣一所私立國中為例
論文名稱(外文):.
指導教授:楊慶麟楊慶麟引用關係
學位類別:碩士
校院名稱:中原大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:131
中文關鍵詞:國中基測學習成就學習態度分組教學英語教學
外文關鍵詞:the Basic Competence of Tests for Junior High School StLearning AchievementLearning AttitudeGrouping TeachingEnglish Teaching
相關次數:
  • 被引用被引用:4
  • 點閱點閱:255
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在探討國中英語科實施分組教學後,學生的成就表現、學習態度及
國中基本學力測驗成績之關係。研究設計採不對等組前後測準實驗法,以組別、
成就測驗(段考、模擬考)以及學習態度做為自變項,國中基本學力測驗成績為依
變項。本研究以桃園縣某國中九年級學生為研究樣本,該群學生於94 至96 學年
度期間進行三年英語能力分組教學;收集該群學生在校期間的成就測驗表現(六
次學期段考及七次模擬考),並於九年級時施測自編「學生英語學習態度量表」。
樣本人數為198 位,依成績高低分為A 組(高分組)102 人、B 組(中分組)64
人及C 組(低分組)32 人。九年級實施學習態度量表,扣除當天請假與廢卷得
167 人,可用率為97.6%。
研究結論如下:
壹、本研究樣本國中實施英語科能力分組教學後,組別、成就測驗表現與國中基
本學力測驗成績顯著高度相關。
貳、本研究樣本國中實施英語科能力分組教學後,組別可預測學習態度量表。
參、本研究樣本國中實施英語科能力分組教學後,組別與成就測驗表現對國中基
本學力測驗成績具有高度預測力。
肆、本研究樣本國中實施英語科能力分組教學後,各組間學習態度與國中基本學
力測驗成績具有顯著差異。
伍、本研究樣本國中實施英語科能力分組教學後,各組內前測-成就測驗與後測
-國中基本學力測驗平均值有顯著差異。
The research is meant to discuss the relation among students’ academic
performance, learning attitude and the results of The Basic Competence Test for
Junior High School Students in English grouping teaching. Quasi experiment design
is used as the main methodology in this research with groups, academic examinations
and learning attitudes as independent variables and the results of The Basic
Competence Test for Junior High School Students as dependent variables. Some
ninth graders in one of a junior high school in Taoyuan County are taken as the
research sample. They are grouped by their English competence from 2005 summer
to 2008 summer, and their academic performance of achievement tests are collected.
And the writer designs ‘the Scale of English Learning Attitudes for Students’ in the
ninth grade. There are 198 students in the samples; according to their grades, there
are 102 students in Group A (High scores), 64 in Group B (Middle) and 32 in Group C
(Low scores). The percentage of valid samples for the Scale of English Learning
Attitudes for Students is 97.6% while the absent students and the invalid test sheets
are excluded.
Conclusion
1. According to our samples in this research, grouping, achievement tests and the
results of the Basic Competence Test for Junior High School Students are highly
related.
2. According to our samples in this research, learning attitudes can be predicted by
their groups after students’ being grouped in the subject of English.
3. According to our samples in this research, grouping and the scale of achievement
test highly predicts the results of the Basic Competence of Tests for Junior High
School Students.
4. According to our samples in this research, the learning attitudes of groups and the
results of the Basic Competence Test for Junior High School Students are
significant different from those of each group.
5. According to our samples, the pre-tests (achievement tests) and the pro-tests (the
Basic Competence Test for Junior High School Students) are significant different
in groups.
第一章 緒論
第一節 研究動機………………………………………………… 1
第二節 研究目的………………………………………………… 6
第三節 研究問題………………………………………………… 7
第四節 名詞釋義………………………………………………… 8
第五節 研究範圍與限制………………………………………… 9
第二章 文獻探討
第一節 國民中學英語教育的變革……………………………… 11
第二節 我國實施英語教學之情況……………………………… 31
第三節 本研究樣本國中實施英語能力分組教學情況………… 37
第四節 國內外國中實施能力分組相關研究…………………… 45
第三章 研究設計與實施
第一節 研究架構………………………………………………… 61
第二節 研究對象………………………………………………… 64
第三節 研究工具………………………………………………… 67
第四節 研究步驟………………………………………………… 76
第五節 資料處理與分析………………………………………… 79
第四章研究結果之分析討論
第一節 相關分析………………………………………………… 81
第二節 學習態度表現之預測情形……………………………… 85
第三節 基本學力測驗之預測情形……………………………… 87
第四節 組間與組內差異比較…………………………………… 89
第五節 綜合討論………………………………………………… 93
第五章結論與建議
第一節 結論………………………………………………………… 97
第二節 建議………………………………………………………… 100
參考文獻
一、 中文部分…………………………………………………… 103
二、 英文部分…………………………………………………… 108
附錄
附錄一 「國中英語科學習態度」專家評估量表……………… 112
附錄二 「國中英語科學習態度」預試量表…………………… 115
附錄三 「國中英語科學習態度」正式量表…………………… 120
附錄四 本研究樣本國中成就測驗與國中基本學力測驗成績摘要表 123

表目次
表2-1-1 國民中學編班法規歷史分期表…………………………… 14
表2-1-2 國民中學教育編班方式評比表…………………………… 19
表2-1-3 國中常態編班、能力分班和能力分組研究摘要表……… 23
表2-2-1 國民中學時間英語課程標準修訂表……………………… 31
表2-2-2 九年一貫英語課程培養之態度與基本能力對應表……… 33
表2-3-1 本研究個案國中七年級英語分組教學教材與教法……… 39
表2-3-2 本研究個案國中八年級英語分組教學教材與教法………… 40
表2-3-3 本研究個案國中九年級英語分組教學教材與教法……… 41
表2-4-1 國內實施能力分組教學之相關研究表…………………… 49
表2-4-2 國外分組教學、學習態度及成就表現文獻整理表……… 54
表2-4-3 國內學習態度與測量文獻整理表………………………… 56
表2-4-4 「國中學生學習行為量表」量表架構…………………… 59
表3-2-1 本研究樣本國中各組人數統計表………………………… 64
表3-2-2 預試量表取樣分配表……………………………………… 65
表3-2-3 正式量表研究樣本分配表………………………………… 65
表3-2-4 三組學生英語分組成績獨立樣本t 檢定考驗…………… 66
表3-3-1 學生英語學習量表因素分析摘要表……………………… 73
表3-3-2 學生英語學習態度量表信度係數………………………… 74
表3-5-1 研究問題與統計方法表…………………………………… 79
表4-1-1 三組英語成就測驗與國中基本學力測驗之相關分析…… 79
表4-1-2 三組段考、模擬考與基本學力測驗之相關情形………… 80
表4-1-3 94 學年至96 學年組間人數分佈………………………… 83
表4-1-4 某私立中學歷年基本學力測驗分數之人數比率………… 83
表4-1-5 英語成就測驗得分與學習態度量表結果之相關分析…… 84
表4-2-1 組別、成就測驗與態度相關分析表……………………… 85
表4-2-2 組別與英語成就測驗對學習態度量表回歸分析摘要表.. 85
表4-3-1 組別、成就測驗及學習態度對基本學力測驗相關分析表 87
表4-4-1 三組學生英語分組成績獨立樣本t 檢定考驗…………… 89
表4-4-2 三組學生英語學習態度獨立樣本t 檢定考驗…………… 90
表4-4-3 三組97 年國中基本學力測驗學生獨立樣本t 檢定考驗… 91
表4-4-4 組內成就測驗與基本學力測驗相依樣本t 檢定考驗…… 92

圖目次
圖3-1-1 研究架構圖……………………………………….. 61
圖3-4-1 研究步驟圖……………………………………….. 78
Allan, S. D. (1991). Ability-grouping research reviews: What do they say about grouping
and the gifted? Educational Leadership, 48(6), 60.
Ansalone, G., & Biafora, F. (2004). Elementary school teachers' perceptions and attitudes
to the educational structure of tracking. Education, 125(2), 249-258.
Barthelmess, H. M., & Boyer, P. A. (1932). An evaluation of ability grouping. Journal of
Educational Research, 26, 284-294.
Boaler, J., Wiliam, D., & Brown, M. (2000). Students' experiences of ability grouping -
disaffection, polarisation and the construction of failure. British Educational Research
Journal, 26(5-5), 631-648.
Cawelti, G. (1963). High-school ability grouping programs. Education Digest, 29(1),
23-25.
Cronbach, L. J.(1977) Educational Psychology (3 rd ed.) New York: Harcount Brace
Jovanovich
Chun, J. (1980). A survey of research in second language acquisition. In K. Croft.ED.,
Readings of English as a second language (pp.213-221). Cambridge, MA: Winthrop
Publishers.
Gamoran, A., Nystrand, M., Berends, M., & LePore, P. C. (1995). An organizational
analysis of the effects of ability grouping. American Educational Research Journal,
32(4), 687-715.
Hammock, R. C., & Baker, T. P. (1947). How about the junior high school? Educational
Leadership, 4(6), 396-402.
Ireson, J., Hallam, S., Hack, S., Clark, H., & Plewis, I. (2002). Ability grouping in english
secondary schools: Effects on attainment in English, mathematics and science.
Educational Research & Evaluation, 8(3), 299.
Ireson, J., Hallam, S., & Plewis, l. (2001). Ability grouping in secondary schools: Effects
on pupils' self-concepts. British Journal of Educational Psychology, 71(2), 315.
Krashen, S. D. (1981). Aptitude and attitude in relation to second language acquisition and
learning., Individual differences and universals in language learning aptitude (pp.
155-175). Rowley, MA: Newbury House.
Krashen, S. D. (1981). Second language acquisition and second language learning.
Oxford: Pergamon.
Kulik, C. C., & Kulik, J. A. (1982). Effects of ability grouping on secondary school
students: A meta-analysis of evaluation findings. American Educational Research
Journal, 19(3), 415-428.
Kulik, C. C., & Kulik, J. A. (1982). Research synthesis on ability grouping. Educational
Leadership, 39(8), 619.
Kutnick, P., Blatchford, P., Clark, H., MacIntyre, H., & Baines, E. (2005). Teachers'
understandings of the relationship between within-class (pupil) grouping and learning
in secondary schools. Educational Research, 47(1), 1-24.
Kulik, J. A. & Kulik, Chen-lin C.1992.Meta-analytic findings on grouping
programs.Gifted Child Quarterly,36(2) pp. 73-77.
Kulik, Chen-Lin C. & Kulik, J. A.Æ1982ÉResearch synthesis on ability
grouping.Educational Leadership, 39Æ8É p619-621.
MacIntyre, H., & Ireson, J. (2002). Within-class ability grouping: Placement of pupils in
groups and self-concept. British Educational Research Journal, 28(2), 249-263.
Marsh, H. W. (1984). Self-concept, social comparison, and ability grouping: A reply to
kulik and kulik. American Educational Research Journal, 21(4), 799-806.
Martinson, R. A. (1966). The effects of ability grouping. Exceptional Children, 33(3),
192-193.
Nunan, D. (1991). Methods in second language classroom-oriented research: A critical
review. Studies in Second Language Acquisition, 13(2), 249-274.
Oakes, J. (1983). Tracking and ability grouping in American schools: Some constitutional
questions. Teachers College Record, 84(4), 801-819.
Oakes, J. (1987). Tracking in secondary schools: A contextual perspective. Educational
Psychologist, 22(2), 129-153.
Oakes, J., & Lipton, M. (1990). Tracking and ability grouping: A structural barrier to
access and achievement. In J. I. Goodlad, & P. Keating (Eds.), Access to knowledge:
An agenda for our nation's schools. (pp. 187-204). New York, NY, US: College
Entrance Examination Board.
Reglin, G. (1992). Ability grouping: A sorting instrument. Illinois Schools Journal, 72(1),
43.
Rogosa, D. (1991). A longitudinal approach to ATI research: Models for individual growth
and models for individual differences in response to intervention. In R. E. Snow, & D.
E. Wiley (Eds.), Improving inquiry in social science: A volume in honor of lee J.
cronbach. (pp. 221-248). Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.
Shane, H. G. (1967). Classroom grouping for Teach ability/The effects of ability grouping.
Harvard Educational Review, 37(4), 683-685.
Slavin, R. E. (1987). Grouping for instruction: Equity and effectiveness. Equity and
Excellence, 23(1-2), 31.
Winn, W., & Wilson, A. P. (1983). The affect and effect of ability grouping. Contemporary
Education, 54(2), 119.
Young, T. A. (1990). Alternatives to ability grouping in reading. Reading Horizons, 30(3),
169.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
無相關期刊
 
系統版面圖檔 系統版面圖檔