臺灣博碩士論文加值系統

摘要
高中英語文資優課程規劃需要具備英語教學、課程規劃、資優教育、以及課程評鑑的專業知識及訓練。若能提供學校以及教師一套可以為遵循的課程發展原則，將有助於英語文資優課程之規劃。本研究旨在發展一套可行的高中英語文資優課程規劃原則，以及英語文資優課程評鑑規準，以提供高中及學校教師賴以憑藉的課程規劃原則與課程評鑑規準。本研究分為兩大部份，即文獻探討及德懷術(the Delphi technique)調查。文獻探討部分探討英語教學、課程規劃、資優教育及課程規劃等領域之研究，並依此歸納整理出一套英語文資優課程規劃原則，此套原則經由德懷術調查專家意見後，予以確立。計有20位專家參與本研究之德懷術調查，其中10位專家為大學相關領域教授（包括英語教學、教育學以及資優教育），10位為中學英文教師以及具資優教育專長的老師。專家們對各項原則的重要性判斷，將決定該原則在規劃英語文資優課程過程中的重要程度。確定後的英語文資優課程規劃原則，經由轉換機制中的「轉換規則」（the Transformational Rule）與四個「過濾處理」(the Filters)的運作後，轉換成為CIPP評鑑模式下的英語文資優課程評鑑規準。
研究結果顯示，119則資優課程規劃原則，依其重要性，可分為三組，分別為首要原則（principles of primary importance）、次要原則（principles of secondary importance）及其他原則（principles of tertiary importance）。此套原則後經轉換為資優課程評鑑規準，外加21則新增之評鑑規準，計有140則評鑑規準。資優課程評鑑規準亦依據專家給予的重要性分為三組，即首要規準（criteria of primary importance）、次要規準（criteria of secondary importance）及其他規準（criteria of tertiary importance）。建議首要原則及首要規準，應納入英語文資優課程規劃及課程評鑑之重要依據；次要原則與規準，以及其他原則與規準，是否納入規劃及評鑑依據，則視各校個別情況而定。若欲納入，規劃前，課程規劃者與第一線教師之間，必須有充分、足夠的溝通與協商，以確保原則及規準確實執行，並避免可能因立場不同而產生的誤會與磨擦。
本研究結果同時也歸納出下列結論。第一，教師對於課程評鑑必要性之體認必須加強。課程評鑑的目的，乃在厘清課程之優缺點，進而協助評鑑者作出正確決定，對於課程有所改進或調整。第二，英語文資優課程發展有賴英語教學、課程發展、資優教育及課程評鑑專家的共同合作。第三、資優生語文課程中的各個構成要素，並未全部受到教師重視，文學作品欣賞、閱讀治療、文法等課程要素尤然。第四、並非所有的英語文資優課程規劃原則及課程評鑑規準均相同重要，對於首要原則及規準，建議應納入課程規劃及評鑑，以為參酌。第五、在實務與理論考量之間取得平衡，乃當務之要。第六、德懷術若適當應用，可以同時藉以進行量化與質性分析。第七、進行德懷術資料分析時，重要性分組應優於重要性的排序，前者可避免傳遞錯誤的訊息，將差異未達顯著水準的原則或規準，視為重要性有所不同。
有鑒於本研究之發現與結論，研究者提出下列教學建議：（一）高中英語文資優課程的規劃可以因校置宜，進行學校本位課程規劃。（二）培訓教師，使其具備發展區分性資優課程、以及進行資優課程評鑑的知能，乃必要之務。（三）CIPP評鑑模式非常適合作為學校資優課程評鑑之模式，兼具形成式評鑑（formative evaluation）以及總結式評鑑（summative evaluation）之優點。（四）有了一套適合且可行的資優課程評鑑規準，學校教師及行政人員能成為適當評鑑人員，進行英語文資優課程之自評工作。

ABSTRACT
The development of an English talented curriculum for senior high school students is a formidable task, which involves professional expertise in TESOL, curriculum development, gifted education and program evaluation. A set of principles for English talented curriculum development would be of great help for the schools and the teachers in developing such a curriculum. This study thus aimed to establish a set of principles for English talented curriculum development and a set of criteria for English talented program evaluation in senior high school in the context of Taiwan so that the schools and the teachers would have some principles and standards to rely on when developing such a curriculum for English talented students.
The whole study encompassed two parts—the literature review and the surveys. The part of literature review covered discussion of research in TESOL, curriculum development, gifted education and program evaluation, which yielded a set of tentative principles for later surveys to consolidate. The surveys included two stages. One was to establish principles for English gifted/talented curriculum development, and the other was to establish criteria for English talented program evaluation. The Delphi technique was applied to conduct the surveys. Twenty experts, ten college professors and ten high school teachers, participated in the surveys, whose opinions served to decide the importance of each principle and criterion.
Based on the final results of the surveys, the set of 119 principles for English talented curriculum development were categorized into three groups—
principles of primary importance, of secondary importance, and of tertiary importance. This set of curriculum development principles were later transformed into a set of criteria for English talented program evaluation through the application of the Transformational Rule and the Filters. Together with 21 criteria developed based on the methods and objectives of the CIPP model and the program evaluation standards, a set of 140 criteria for English talented program evaluation was formed, which after two rounds of the Delphi surveys, were also categorized into three groups—criteria of primary importance, of secondary importance and of tertiary importance. Principles and criteria of primary importance are required to be incorporated into the development of the curriculum and the evaluation of the program; principles and criteria of secondary and tertiary importance are not necessarily to be incorporated. Incorporation of them takes more communication and negotiation between curriculum developers and teachers who conduct real teaching in class.
The results also yield the following insights. First, that the component of evaluation is an indispensable part of curriculum development is not widely perceived by teachers. Second, the components of a language program for gifted students deserve more attention from teachers, especially the application of literature study, bibliotherapy, and the study of grammar. Third, not all principles are taken equally important, and neither are the criteria. It is essential that principles and criteria of primary importance be incorporated into the curriculum; yet the inclusion of principles of secondary and tertiary importance would depend on the specific situation the school is in. Fourth, it is of vital importance to strike a balance between practical and theoretical concerns. One best way to handle discrepancy between practical and theoretical concerns is that teachers’ concerns for practicality should be respected and that theoretical concerns should be conveyed to teachers who are involved in the curriculum. Fifth, the Delphi technique can fulfill both quantitative and qualitative functions. Not only are the quantitative data are informative, but the qualitative feature of opinions in the minority can be revealing. Sixth, when analyzing data from the Delphi surveys, to group principles based on their importance values is more meaningful than to make out an order of importance values. Grouping avoids conveying a false message that certain principles are more important than others, but in fact the difference between them is insignificant.
Findings of this study bear important pedagogical implications. First, English talented curriculum development can be a school-based arrangement. It does not take a standardized form for all the schools to conform to. Second, it is necessary to prepare teachers with knowledge and abilities to develop school-based talented curricula, and more training in curriculum development, gifted education, and program evaluation. Third, the CIPP model is an appropriate model for evaluating English talented programs in high school. In a sense, the CIPP evaluation model fulfills functions of formative and summative evaluations. Fourth, school teachers and administrators can make eligible evaluators with a ready-made set of criteria for evaluation.

TABLE OF CONTENTS
CHINESE ABSTRACT…………………………………………..……………………i
ENGLISH ABSTRACT………………………………………………………………iii
ACKNOWLEDGEMENTS…………………………………………………………..vi
TABLE OF CONTENTS……………………………………………………………viii
LIST OF TABLES…………………………………………………………….…….xiii
LIST OF FIGURES...……………………………………………………………..…xvi
CHAPTER 1 INTRODUCTION…………………………….………………………...1
Preamble……………………………………………………………….…………1
A Description of the Current English Talented Programs……………...………...2
English Talented Programs in Senior High Schools………………...……………4
Purposes and Significance of the Study………………………………..…….......6
Research Questions………………………………………………………………7
Definition of Terms………………………………………………………………8
Organization of the Study……………………………………………..……..…...9
CHAPTER 2 LITERATURE REVIEW……………………………………………...11
Curriculum Development…………………………………………………….…11
Aspects of Curriculum Development………………………………….…..11
Syllabus, Programs, and Curriculums………………………………..11
Evolution of Curriculum Development………………………………15
Revision of Brown’s Curriculum Development Model……………...18
Components of Curriculum………………………………………………..21
Differentiated Curriculum for the Gifted……………………………………….26
Definition of Giftedness…………………………………………………...26
The Potential Camp…………………………………………………..27
The Production Camp………………………………………………..28
A Final Definition…………………………………………………….31
Traits of Language Gifted Students………………………………………..32
Identification of the Gifted………………………………………………...35
Principles of Developing Curriculum for the Gifted………………………38
Modifications of Curriculum for the Gifted……………………………….40
Maker’s (1982) Modifications of Gifted Curriculum………………..41
VanTassel-Baska’s (1994b) Gifted Curriculum Models……………...47
Program Development for Language Gifted/Talented Students…………..50
Program Evaluation……………………………………………………………..55
Definition of Evaluation…………………………………………………...55
What is Evaluation? ………………………………………………….56
Evaluation vs. Research……………………………………………...58
Distinctions of Evaluation…………………………………………………58
Purposes and Uses……………………………………………………59
Product-Process and Summative-Formative Dichotomies…………...60
Stakeholders and Audiences………………………………………….62
Approaches to Evaluation…………………………………………….…...64
Worthen et al.’s (1997) Classification………………………………..64
Brown’s (1995) Classification………………………………………..69
Suggested Model for English Talented Program Evaluation……………...72
Program Evaluation Standards…………………………………………….78
CHAPTER 3 RESEARCH METHODOLOGY…………………………………...…81
The Design of the Study………………………………………………………...81
The Research Framework of the Study…………………………………………81
Stages of the Study………………………………………………………...83
Principles for English Talented Curriculum Development……………...85
Construction of Content Validity…………………………………………..87
Transformation of the Curriculum Development Criteria into Criteria for
Program Evaluation under the CIPP Model……………………………….88
The Delphi Survey…………………………………………………………94
Participants……………………………………………………………...……....97
Instruments……………………………………………………………...……....97
Questionnaire for Construction of Content Validity……………………….98
Questionnaires for the Delphi Surveys on Establishing Principles for
English Talented Curriculum Development……………..…….…………98
Questionnaires for the Delphi Surveys on Establishing Criteria for
English Talented Program Evaluation……………………………………101
Data Collection Procedures………………………………………………...….103
Data Analysis Procedures……………………………………………………...106
CHAPTER 4 RESULTS AND FINDINGS…………………………………………111
Modification Based on Content Validity Construction………………………..111
Modifications of Principles II1.5, III2.4 and V1.2……………………….112
Divergent Opinions on Other Principles…………………………………114
Establishment of Principles for English Talented Curriculum
Development…………………………………………………………………...115
Results of the Delphi Survey—the First Round………………………….115
The “Needs Analysis” Component………………………………….115
The “Goals and Objectives” Component……………………………117
The “Materials and Resources” Component………………………..117
The “Courses and Teaching” Component…………………………..120
The “Test and Assessment” Component…………………………….122
The “Evaluation” Component………………………………………122
Results of the Delphi Survey—the Second Round………………………124
Results of the Delphi Survey—the Third Round………………………...127
Findings…………………………………………………………………..131
Importance of Principles…………………………………………..132
Divergence of Opinions between Two Panels………………………137
Transformation of Curriculum Development Principles into Program
Evaluation Criteria under the CIPP Model…………………………………….138
Establishment of Criteria for English Talented Program Evaluation………….139
Results of the Delphi Survey—the First Round………………………….139
The Evaluation of Context………………………………………….140
The Evaluation of Input……………………………………………..140
The Evaluation of Process…………………………………………..142
The Evaluation of Product…………………………………………..143
Results of the Delphi Survey—the Second Round………………………145
Findings…………………………………………………………………..148
Importance of Criteria………………………………………………148
Divergence of Opinions between Two Panels……………………....152
Comparison between Importance of Curriculum Development Principles
and Importance of Program Evaluation Criteria…………………………153
CHAPTER 5 DISCUSSION………………………………………………………..157
On Establishing Principles for English Talented Curriculum
Development…………………………………………………………..............157
Importance of Principles and Opinions in the Minority………………….157
Principles in the “Needs Analysis” Component…………………….158
Principles in the “Goals and Objectives” Component………………163
Principles in the “Materials and Resources” Component…………...165
Principles in the “Courses and Teaching” Component……………...168
Principles in the “Test and Assessment” Component……………….174
Principles in the “Program Evaluation” Component………………..177
Analysis of Divergent Opinions of Two Panels………………………….177
On Establishing Criteria for English Talented Program Evaluation………..181
Comparison between Principle Importance and Criterion Importance…..182
Three Possibilities of Transformation………………………………182
Transformation of Principles of Secondary Importance…………….185
Transformation of Principles of Tertiary Importance………………189
Criteria of Secondary and Tertiary Importance not Transformed from
Principles…………………………………………………………………192
Analysis of Divergent Opinions of Two Panels………………………….195
The Finalized Principles and Criteria………………………………………….198
Principles for English Talented Curriculum Development…………..….198
Criteria for English Talented Program Evaluation………….…………..202
CHAPTER 6 CONCLUSION………….…………………………………………...205
Summary of the Study………………………………………………………....205
Conclusions……………………………………………………………………206
Answers to the Research Questions……………………………………...206
More Insights form the Study…………………………………………….211
Pedagogical Implications……………………………………………………...217
Suggestions for Future Research………………………………………………219
FREFERENCES …………………………………………………………....……….221
APPENDICES………………………………………………………………………245
Appendix A. Modification Summary of Curriculum Models…………………245
Appendix B. Expert Panel for Construction of Content Validity……………...246
Appendix C. Experts Panel for the Delphi Surveys…………………………...247
Appendix D. Questionnaire for Construction of Content Validity…………….248
Appendix E. Questionnaire for the Delphi Survey on Establishing Principles for
English Talented Curriculum Development, 1st
Round…………………………………………………………...255
Appendix F. Questionnaire for the Delphi Survey on Establishing Principles for English Talented Curriculum Development, 2nd
Round…………………………………………………………..263
Appendix G. Questionnaire for the Delphi Survey on Establishing Principles for English Talented Curriculum Development, 3rd
Round…………………………………………………………...274
Appendix H. Transformation of Curriculum Development Principles into
Program Evaluation Criteria under the CIPP Model……………280
Appendix I. Sources of Criteria for English Gifted Program Evaluation……..285
Appendix J. Questionnaire for the Delphi Survey on Establishing Criteria for
English Talented Program Evaluation, 1st Round……..………...290
Appendix K. Questionnaire for the Delphi Survey on Establishing Criteria for
English Talented Program Evaluation, 2nd Round………..……300
Appendix L. Summary of Experts’ Responses to Curriculum Development
Principle—the 1st Round………………………………………..312
Appendix M. Summary of Experts’ Responses to Curriculum Development
Principles—the 2nd Round………………………………………313
Appendix N. Summary of Experts’ Responses to Curriculum Development
Principles—the 3rd Round………………………………………315
Appendix O. Summary of the 42 Principles with New Responses in the
3rd Round………………………………………………………..317
Appendix P. Summary of Results from the Three Rounds of Delphi (on
Curriculum Development Principles……………………………..318
Appendix Q. Summary of Kruskal-Wallis One-Way ANOVA on Curriculum
Development Principles………………………………………...321
Appendix R. Summary of Results from the Two Rounds of Delphi (on Program
Evaluation Criteria……………………………………………...323
Appendix S. Experts’ Opinions and Explanations for Responses in the
Minority…………………………………………………………325
Appendix T. Finalized Principles for English Talented Curriculum
Development—the Chinese Version…………………………….333
Appendix U. Finalized Criteria for English Talented Program Evaluation
under the CIPP Model—the Chinese Version………………….336


LIST OF TABLES
Table 2.1 Definition of giftedness……………………………………………………31
Table 2.2 Language giftedness traits…………………………………………………35
Table 2.3 Comparison between Brown’s and Worthen et al.’s Classifications of
Approaches………………………………………………………………...72
Table 2.4 The CIPP Evaluation Model……………………………………………….77
Table 2.5 The CIPP model used for decision making and accountability……………78
Table 2.6 Program evaluation standards (by the Joint Committee, 1994)…………...79
Table 3.1 Sources of principles for English talented curriculum development………87
Table 3.2 Modification of the tentative principles for English talented
curriculum development…………………………………………………...98
Table 3.3 Components and domains in English talented curriculum
development……………………………………………………………….99
Table 3.4 Summary of numbers of criteria transformed under CIPP model…………98
Table 3.5 Evaluation criteria for English talented programs under
the CIPP model…………………………………………………………...104
Table 4.1 Modification from content validity construction…………………………111
Table 4.2 Questionnaire administration timetable (for curriculum development
Principles)………………………………………………………………...115
Table 4.3 Results of the 1st round Delphi survey on the “Needs Analysis”
component………………………………………………………………..116
Table 4.4 Results of the 1st round Delphi survey on the “Goals and Objectives”
component………………………………………………………………...118
Table 4.5 Results of the 1st round Delphi survey on the “Materials and Resources”
component………………………………………………………………...119
Table 4.6 Results of the 1st round Delphi survey on the “Courses and Teaching”
component………………………………………………………………...120
Table 4.7 Results of the 1st round Delphi survey on the “Test and Assessment”
component………………………………………………………………...123
Table 4.8 Results of the 1st round Delphi survey on the “Evaluation” component…124
Table 4.9 Summary of principles for further examination from the 1st round Delphi
survey……………………………………………………………………..125
Table 4.10 Summary of modified and newly added principles in the 2nd round……126
Table 4.11 Summary of principles given new considerations in the 2nd round……..127
Table 4.12 Summary of principles that elicited more extreme responses in the 2nd
round, but not in the 3rd round………………………………………….....129
Table 4.13 Summary of principles that elicited more extreme responses in the 2nd
round and the 3rd round……………………...……………………………129
Table 4.14 Summary of Wilcoxon Signed Ranks Test between the 2nd and the 3rd
rounds……………………………………………………………………..131
Table 4.15 Principles of primary importance……………………………………….133
Table 4.16 Principles of secondary importance……………………………………..135
Table 4.17 Principles of tertiary importance………………………………………..136
Table 4.18 Summary of divergent opinions from two groups of experts…………...137
Table 4.19 Categories domains and layers of criteria for English talented
program evaluation……………………………………………………...139
Table 4.20 Questionnaire administration timetable (for program evaluation
criteria)…………………………………………………………………..140
Table 4.21 Results of the 1st round of Delphi survey on “Context Evaluation”…….141
Table 4.22 Results of the 1st round of Delphi survey on “Input Evaluation”……….142
Table 4.23 Results of the 1st round of Delphi survey on “Process Evaluation”…….143
Table 4.24 Results of the 1st round of Delphi survey on “Product Evaluation”…….144
Table 4.25 Summary of criteria for further examination from the 1st round Delphi
Survey……………………………………………………………………144
Table 4.26 Summary of criteria given new considerations in the 2nd round………..145
Table 4.27 Summary of criteria that elicited more extreme responses in the 1st
round……………………………………………………………………146
Table 4.28 Summary of criteria that elicited more extreme responses in both
rounds…………..………………………………………………………146
Table 4.29 Summary of Wilcoxon Signed Ranks Test between Round 1 and
Round 2………………………………………………………………….147
Table 4.30 Summary of importance of criteria for “Context Evaluation”………….149
Table 4.31 Summary of importance of criteria for “Input Evaluation”……………..150
Table 4.32 Summary of importance of criteria for “Process Evaluation”…………..151
Table 4.33 Summary of importance of criteria for “Product Evaluation”…………..152
Table 4.34 Summary of criteria with divergent opinions from the two panels……..153
Table 4.35 Comparison between principles and criteria of secondary and tertiary
importance……………………………………………………………….156
Table 5.1 Categories of principles on “Needs Analysis”……………………………159
Table 5.2 Categories of principles on “Goals and Objectives”……………………..163
Table 5.3 Categories of principles on “Materials and Resources”………………….166
Table 5.4 Categories of principles on “Courses and Teaching”…………………….169
Table 5.5 Categories of principles on “Test and Assessment”……………………...174
Table 5.6 Categories of principles on “Evaluation”………………………………...177
Table 5.7 Comparison between principles and criteria of secondary and tertiary
importance……………………………………………………………….184
Table 5.8 Transformation of principles of secondary importance…………………..185
Table 5.9 Comparison between principles IV3.6 and criterion Inp1.2.6……………187
Table 5.10 Comparison between principles IV3.6 and criterion Inp1.2.6 (with
three experts’ responses removed)……………………………………..188
Table 5.11 Transformation of principles of tertiary importance…………………….189
Table 5.12 Summary of criteria of secondary and tertiary importance not transformed
from principles for English talented curriculum development……….....192
Table 5.13 Principles evoking divergent opinions between two panels and their
corresponding criteria…………………………………………………...197
Table 5.14 Finalized principles for English talented curriculum
Development……………………………………………………………199
Table 5.15 Finalized criteria for English talented program evaluation…………..…202


LIST OF FIGURES
Figure 2.1 Model of curriculum development based on Tyler (1949)……………….15
Figure 2.2 Model of curriculum development based on Inglis (1975)……………….16
Figure 2.3 Cyclical approach to curriculum development based on Nicholls and
Nicholls (1972)…………………………………………………………...16
Figure 2.4 Systematic approach to designing and maintaining language curriculum
(adapted from Brown, 1995)……………………………………………..18
Figure 2.5 Revised model for curriculum development based on Brown (1995) and
Pratt (1994)……………………………………………………………….19
Figure 3.1 The research framework………………………………………………….82
Figure 3.2 The research procedures of the study……………………………………..84
Figure 3.3 The Principle Transformation Model……………………………………90
Figure 3.4 Transformation of curriculum development principles into program
evaluation criteria………………………………………………………..93
Figure 3.5 The Delphi technique procedures……………………………………….105
Figure 4.1 Principles of secondary and tertiary importance transformed into criteria
primary importance……………………………………………………..154
Figure 4.2 Summary of changes of importance of principles and criteria………….155

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