(54.236.58.220) 您好!臺灣時間:2021/02/27 12:21
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:陳冠霖
研究生(外文):Kuan-lin Chen
論文名稱:英語教師對英語課程綱要認知之研究
論文名稱(外文):Investigating Junior and Senior High School English Teachers’ Perception toward the English Curriculum Guidelines
指導教授:游毓玲游毓玲引用關係
指導教授(外文):Yu-ling You
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:兒童英語研究所
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:2010
畢業學年度:98
語文別:英文
論文頁數:164
中文關鍵詞:課程綱要九年一貫英語課程綱要高中英語課程暫行綱要課程銜接溝通式教學法多元評量
外文關鍵詞:curriculum guidelinesGrade 1-9 English CurriculumGeneral Senior High School Temporary English Curriculumcurriculum articulationCLTmultiple-assessment
相關次數:
  • 被引用被引用:2
  • 點閱點閱:443
  • 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
本研究旨在利用質性研究的教師訪談方法,來探討國高中英語教師對於英語課程綱要認知之研究。九年一貫英語課程綱要與高中英文課程暫行綱要強調彼此課程的銜接,而為了達到課程的銜接,教師在課程的實施上即扮演非常重要的角色。Schubert(1986)年認為,「老師本身就是課程」,因為老師的主要任務就是根據他們對課程的認知來指導學生以及設計活動。因此,教師對於課綱的認知,在課程的實踐上及銜接上,扮演著成功與否的關鍵因素。有藉於此,本研究旨在探討國高中英語教師對於英語課程綱要認知之研究,藉由教師對於課綱的認知,來了解課程綱要在國高中的實施狀況以及課程銜接情形。
本研究對象為十六位合格的國高中英語教師。在收集研究資料的過程中,教師訪談為本研究主要的資料來源,訪談內容是研究者根據文獻所發展出來的訪談稿。所有的訪談內容均予以錄音並轉成逐字稿,以便日後分析與比較。本研究有六項主要發現。第一,訪談結果呈現出大部分的國高中英語教師對於課程綱要的內容並不了解。第二,課綱實施後,大部分的國高中英語教師都認為聽力比以前受到重視,以及教材較課綱實施前多元化。第三,在挑選教材部分,大部份的國高中英語教師都會以課綱的標準當作挑選教材的依據。第四,對於溝通式教學法的實施,大部分的國高中英語教師都認為溝通式教學法有其良善的美意,但是會受到時間不足、考試領導教學、雙峰現象、口說能力弱等因素而影響其執行。第五,對於教學評量,雖然多元評量有其正面效應,但是考量時間不足、考試壓力及成績的客觀性下,大部分的國高中英語老師還是偏向傳統的紙筆測驗。
根據研究結果,本研究建議教育當局能重視目前國高中英語課程上的銜接落差,不論是在教材教法或學生能力上,能適度調整並修改以讓課程有良好的銜接。本研究並期許能提供國高中英語教師及教育當局,洞察目前國高中課程綱要實施的現況。

The study aims to investigate the junior and senior high school English teachers’ perception toward the English curriculum guidelines by means of qualitative interview method. The goal of Grade 1-9 English curriculum and General Senior High School Temporary English Curriculum both stress on the connection with each other. In order to achieve curriculum articulation, teachers are considered to play an important role on the implementation of curriculum. Schubert (1986) states that “teachers are the curriculum” (p.157) since they are the key roles to instruct students and design activities according to their perception of curriculum guidelines. In other words, teacher’s perception plays an important role on the success of curriculum implementation and curriculum articulation. Due to that, the study intends to explore both teachers’ perception toward the English curriculum guidelines and then further to examine the curriculum implementation and articulation situation.
Sixteen certified junior and senior high school English teachers participated in this study. In the data collection procedure, the interviews were the main resource of the research data. The interview questions were developed by the researcher based on the reviewed literature. All the interviews were recorded and then transcribed verbatim for future analysis and comparison. There were five major findings in the current study. First, the result of the interview protocols showed that most of the junior and senior high school teachers had little understanding toward the curriculum guidelines. Second, most of the junior and senior high school teachers perceived that, after the implementation of curriculum guidelines, listening abilities were more emphasized than before and the teaching materials were also much more diversified. Third, in the selection of the teaching materials, most of the junior and senior high school teachers would refer the standard in the curriculum guidelines as the reference for selection. Fourth, most of the junior and senior high school teachers believed that CLT had a good intention. However, their implementation of CLT was influenced under limited class hour, test orientation, the phenomenon of bimodal distribution, and low proficiency of speaking. Fifth, though multiple-assessment was considered to have positive effect, most of the junior and senior high school teachers would still adopt traditional paper and pencil test as the teaching assessment under limited class hour, test-orientation and the subjectivity of grades.
Based on the findings of the study, it is suggested that the educational authorities should pay more attention to the curriculum disconnection in order to appropriately adjust and modify the gap to achieve curriculum articulation. In addition, it is hoped that the current study could bring an insight into the curriculum implementation situation of junior and senior high schools for English teachers and educational authorities.


Table of Contents
Abstract (Chinese) i
Abstract (English) iii
Acknowledgements v
Table of Contents vii
List of Tables xii
List of Figures xiii
Chapter One Introduction 1
Background of the Study 1
Purpose of the Study 4
Research Questions 5
Significance of the Study 5
Definition of Terms 6
Chapter Two Literature Review 8
Curriculum 8
Definition of Curriculum 9
Curriculum and Instruction 10
Curriculum Development 11
Definition of Curriculum Development 11
Components of Curriculum Development 13
Theoretical Rationale of Curriculum Development 16
Curriculum Articulation 17
Definition of Curriculum Articulation 17
The Importance of Curriculum Articulation 19
Current Situation of Curriculum Articulation
between Junior and Senior High Schools 21
Implementation of English Education in Taiwan 23
Grade 1-9 English Curriculum 24
General Senior High School Temporary English Curriculum 29
Chapter Three Methodology 34
Participants 34
Instruments 36
Data Collection Procedures 38
Data Analysis 39
The Pilot Study 41
Chapter Four Results 45
EFL Junior High School Teachers’ Perception toward Grade 1-9 English Curriculum 45
Theme I: Understanding of the Curriculum Guidelines 46
Perception of the Content 46
Curriculum Goals 47
Competency Indicators 48
Theme II: Implementation of Curriculum Guidelines 50
The Emphasis of the Four Skills 50
The Content of the Teaching Materials 54
Theme III: Selection of the Teaching Materials 56
Layout of the Textbook 56
Content of the Textbook 57
Arrangement of the Content 58
Theme IV: Implementation of Communicative Language
Teaching 60
Implementation Situation 60
Factors Causing CLT Difficult to Implement 61
The Time of Implementing CLT 64
Theme V: The Teaching Assessment 65
Teachers’ View toward Multiple-Assessment 65
Implementation Situation of Multiple- Assessment 67
EFL Senior High School Teachers’ Perception toward General Senior High School Temporary English Curriculum 68
Theme I: Understanding of the Curriculum Guidelines 68
Perception of the Content 68
Curriculum Goals 69
Competency Indicators 70
Theme II: Implementation of Curriculum Guidelines 73
The Emphasis of the Four Skills 73
The Content of the Teaching Materials 74
The Role of Teacher and Students 75
Theme III: Selection of the Teaching Materials 77
Students’ Proficiency Level 77
Content of the Textbook 78
Arrangement of the Content 79
Theme IV: Implementation of Communicative Language
Teaching 80
Implementation Situation 80
Factors Causing CLT Difficult to Implement 82
The Time of Implementing CLT 83
Theme V: The Teaching Assessment 85
Teachers’ View toward Multiple-Assessment 85
Implementation Situation of Multiple-Assessment 86
Difficulties and Challenges of Implementing the Curricula 87
Theme I: Unachievable Competency Indicators 88
Theme II: Limited Class Hour 89
Theme III: Big-sized Class 91
Theme IV: Test-oriented Instruction and Assessment 91
Theme V: The Phenomenon of Bimodal Distribution 93
Chapter Five Discussion and Conclusions 95
Summary of the findings 95
Junior High School Teachers’ Perception toward
Grade 1-9 English Curriculum 96
Senior High School Teachers’ Perception toward
General Senior High School Temporary English
Curriculum 97
Difficulties and Challenges of Implementing the
Curricula 99
Discussions 101
Limited Understanding toward the English
Curriculum Guidelines of the Junior and Senior
High School Teachers 101
Curriculum Disconnection between Junior and
Senior High Schools 102
Serious Gap of the Teaching Materials 102
Test-Oriented Instruction 103
Test-Oriented Assessment 104
Low Proficiency of Writing Abilities 106
Pedagogical Implications and Suggestions 107
Limitations of the Present Study 109
Conclusion 111

REFERENCES 113

APPENDIXES 123
Appendix A 123
Appendix B 136
Appendix C 144
Appendix D 146
Appendix E 148
Appendix F 158


List of Tables
Table 3.1 Background Information of All Teacher Participants 35
Table 3.2 The Categorization of the Interview Questions (for Junior High and Senior High School Teachers 38
Table 3.3 Background Information of the Four Teachers 42


List of Figures
Figure 2.1 Curriculum Process 13
Figure 3.1 The Data Collection Procedures 39

REFERENCES
Armstrong, D. G. (1989). Developing and documenting the
curriculum. Boston: Allan and Bacon.
Arnold, D. E. (1998). Action research in action: Curricular
articulation and integrated instruction. National
Association of Secondary School Principles, 82, 74-78.
Akker, J. V. D., Kuiper, W., & Hameyer, U. (2003).
Curriculum landscapes and trends. Dordrecht, Netherland:
Kluwer Academic Publishers.
Brady, L. (1990). Curriculum development. Englewood Cliffs,
NJ: Prentice Hall.
Brown, J. D. (1995). The elements of language curriculum.
Boston, MA: Heinle & Heinle.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in
practice: Designing and developing useful language tests.Oxford, UK: OUP.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research
for education: An introduction to theory and methods.Boston: Allan & Bacon.
Callahan, J. F., Clark, L. H., & Kellough, R. D. (1995).
Teaching in the middle and secondary schools (5th
ed.),NJ: Prentice Hall.
Chang, B. C. (2006). Trend and challenges for post-
secondary English education. Retrieved May, 25, 2010 from
English Education Resource Center Website:
http://english.tyhs.edu.tw/epaper/epaper8/epaper8.htm
Chang, W. C. (2006). English language education in Taiwan:
A comprehensive survey on current implementation and
reflections. Retrieved November 12, 2009 from English
Education Resource Center Website:
http://english.tyhs.edu.tw/epaper/epaper12/epaper12.htm
Chang, W. C. (2009). Discussions of ELT policies in Taiwan.
In W. C. Chang (Ed.), A survey of ELT policies in Taiwan:
From elementary to college (pp.13-46). Taipei: Crane.
Chang, Y. C. (2005). Junior high school teachers’ roles
and their coping strategies taking English teachers for
example. Unpublished master’s thesis, National Changhua
University of Education, Changhua, Taiwan.
Chen, B. Z. (1995). Reflections of curriculum integration
and articulation problems between elementary and junior
high school, Journal of Taiwan Education, 540, 11-15.
Chen, C. F. (2004). Explorations and suggestions for
problems of the English curriculum continuity between
elementary and junior high schools. Journal of Education
Research, 127, 130-142.
Chen, L. J. (2010). The application of multiple-assessment
on English language teaching. Retrieved May 30, 2010 from
Taichung County English Advisory Team
http://guidance-blog.tcc.edu.tw/blog/9
Chen, S. R. (2003). Teachers’ attitudes toward the grade 1-
9 curriculum: A study on junior high school EFL teachers
in Taipei city. Unpublished master’s thesis, National
Taipei University of Education, Taipei, Taiwan.
Chen, Y. Q (2005). Correlations between English learning
strategies and speaking ability of EFL junior high
students. Unpublished mater’s thesis, National
Kaohsiung Normal University, Kaohsiung, Taiwan.
Cheng, M. H. (2006). Teachers’ perceptions of the
curriculum articulation in the Grade 1-9 English
curriculum: A study on elementary and junior high EFL
teachers in Tainan area. Unpublished master’s thesis,
Southern Taiwan University, Tainan, Taiwan.
Chern, C. L. (2009). Investigation of Junior high school
English teacher’s perception and cognition toward the
ELT policies. In W. C. Chang (Ed.), A survey of ELT
policies in Taiwan: From elementary to college (pp.93-
124). Taipei: Crane.
Chern, C. L., & Liaw, M. (1998). Perspectives of an overall
implementation of English education in elementary school
from elementary ELT situation: A case study in Taichung.
In Department of National Kaohsiung Normal University
(Ed.), Proceedings of the 15th International Conference
on English Teaching and Learning in the Republic of China
(pp. 27-37). Taipei: Crane.
Chou, P. W. (2004). Junior high school EFL teachers’
attitude toward Grade 1-9 curriculum and their classroom
practice. Unpublished master’s thesis, National Chengchi
University, Taipei, Taiwan.
Cuban, L. (1995). The hidden variable: How organizations
influence teacher responses to secondary science
curriculum reform. Theory into Practice, 34(1), 4-11.
Dai, W. Y. (1999). Review and analysis of Grade 1-9 English
Curriculum protocols, Taipei Teachers’ In-Service
Education Center, 100, 20-25.
DeMott, J. (1999). Articulation eases stressful school
transitions. The Education Digest, 65, 46-49.
Derricott, R. (1985). Curriculum continuity: Some key
concepts. In R. Derricott (Ed.), Curriculum continuity:
Primary to secondary (pp.12-22). Oxford: NFER-NELSON.
Dewey, J. (1938). Experience & Education. NY: Macmillan.
Erickson, F. (1986). Qualitative methods in research on
teaching. In M. C. Wittrock (Ed.), Handbook of research
on teaching (3rd ed.). NY: Macmillan.
Gardner, H. (1983). Frames of mind: The theory of multiple
intelligence. NY: Basic Books.
Glaser, B., & Straus, A. (1967). The discovery of grounded
theory: Strategies for qualitative research. Chicago:
Aldine.
Gould, J. E. (2003). What is perception? Retrieved June 30,
2010 from BioPsych
http://www.uwf.edu/jgould/perception.pdf
Goodlad, J. I., & Su, Z. (1992). Organization of the
curriculum. In P. W. Jackson (Ed.), Handbook of research
on curriculum:a project of the American Educational
Research Association. NY: Macmillan
Giroux, H. A., Penna, A. N., & Pinar, W. F. (1981).
Curriculum & Instruction. Berkeley, CA: McCutchan.
Hawthorne, R. (1992). Curriculum in the making: Teacher
choice and the classroom experience. NY: Teachers College
Press.
Heidi, B. (1990). Foreign language program articulation
from high school to the university. Retrieved December
27, 2009 from
http://www.cal.org/resources/archive/digest/1990articulation.html
Ho, S. F. (2005). A study on English policy of elementary
school in Yilan county: The current status and
influential factors. Unpublished master’s thesis,
National Dong Hwa University, Hualien, Taiwan.
Hsu, C. H. (2003). Impacts of English teachers’
perceptions of communicative language teaching on
classroom practices in senior high schools in Taiwan.
Unpublished master’s thesis, National Kaohsiung Normal
University, Kaohsiung, Taiwan.
Huang, B. H. (1995). The basic concepts of curriculum
development, Journal of Education Reform, 11, 41-43.
Huang, J. L. (1998). An evaluation of the new version of
junior high school EFL teaching materials based on the
communicative theory model. Unpublished master’s
thesis, National Kaohsiung Normal University, Kaohsiung,
Taiwan.
Huang, Z. J. (2003). The analysis of Grade 1-9 Curriculum
articulation problems, Secondary Education, 54(6), 120-
135.
Joyce, B., & Weil, M. (1992). Models of teaching. NJ:
Prentice-Hall, Inc.
Kuo, C. S. (2002). From daily life curriculum to social
learning field: The relationship between Grade 1-9
curriculum articulation viewpoints and curriculum design,
Bulletin of Research on Elementary Education, 43(2), 41-
48.
Kvale, S. (1996). Interviews: An introduction to
qualitative research interviewing. Thousand Oaks, CA:
Sage.
Lee, F. H. (2004). An investigation of middle school EFL
teachers’ belief in and attitudes toward English
teaching in Southern Taiwan. Unpublished master’s
thesis, Southern Taiwan University, Tainan, Taiwan.
Lin, X.Y. (2004). The study on the continuity between
elementary and junior high school English curricula in
Taiwan: Problems and coping strategies. Unpublished
master’s thesis, National Taiwan University of
Education, Taipei, Taiwan.
Long, Y. J. (2005). An investigation on curriculum
articulation problems and related coping strategies
between junior high schools and senior high schools—
Taking Math subject for an example. Unpublished master’s
thesis, National Changhua University of Education,
Changhua, Taiwan.
Marsh, C. J. (1992). Key concepts for understanding
curriculum. Bristol, PA: The Falmer Press.
Ministry of Education (2001). Innovative teaching and
learning: Questions and answers of Grade 1-9 Curriculum.
Taipei: MOE.Ministry of Education (2001a). Grade 1-9
Temporary Curriculum Guidelines. Taipei: MOE.
Ministry of Education (2003). Grade 1-9 Curriculum
Guidelines. Retrieved November 6, 2009 from Department of
Elementary Education website:
http://www.edu.tw/eje/content.aspx?site_content_sn=4420
Ministry of Education (2004). General Senior High School
Temporary English Curriculum Guidelines. Retrieved
November 6, 2009 from Center for Educational Research:
http://www.cer.ntnu.edu.tw/hs/index0.htm
Ministry of Education (2004). Grade 1-9 Curriculum
Guidelines: Language learning field (English). Taipei:
MOE.
Ministry of Education (2005). General Senior High School
Temporary English Curriculum Guidelines. Retrieved
November 20, 2009 from English Education Resource Center:
http://english.tyhs.edu.tw/xoops/html/modules/dms/index.php#Ministry of Education (2006). The 2rd period implementation
project of Education Resource Center: General Senior High
School Temporary English Curriculum. Taipei: MOE.
Madaus, G. F., & Kellaghan, T. (1992). Curriculum
evaluation and assessment. In P. W. Jackson (Ed.),
Handbook of research on curriculum (pp.119-154). NY:
MacMillan.
Marsh, C. J., & Morris, P. (1991). Curriculum development
in East Asia. Bristol, PA: The Falmer Press.
Marsh, C. J., & Stafford, K. (1988). Curriculum: Practices
and issues. Sydney, McGraw-Hill.
Miles, M. B., & Humberman, A. M. (1994). Qualitative data
analysis: An expanded sourcebook (2nd ed.). Newbury Park,
CA: Sage.
Nicholls, A., & Nicholls, S. H. (1978). Developing a
curriculum: A practical guide. Hemel Hempstead, UK: Allen
& Unwin.
Oliva, P. F. (1997). Developing the curriculum. NY: Addison
Wesley Longman.
Oliver, A. I. (1977). Curriculum improvement: A guide to
problem, principles, and process. NY: Harper & Row.
Ornstein, A. C., & Hunkins F. P. (1996). Curriculum:
Foundations, principles, and issues. Boston: Allan and
Bacon.
Ornstein, A. C., & Hunkins F. P. (2004). Curriculum:
Foundations, principles, and issues. Boston: Allan and
Bacon.
Ou, Y. S. (2001). Curriculum articulation and integration
of elementary and junior high school in Taiwan. In
Proceedings of Grade 1-9 Curriculum Learning Domain (pp.
29-41). Taipei: Association for Research & Development of
Teaching Materials.
Page, R. (1991). Lower track classroom. NY: Teachers
College Press.
Patton, M. Q. (1990). Qualitative evaluation and research
method. Newbury Park, CA: Sage.
Pratt, D. (1980). Curriculum: Design and development. NY:
Harcourt Brace Jovanovich.
Pratt, D. (1994). Curriculum planning: A handbook for
professionals. Fort Worth, TX: Macmillan.
Parkay, F. W., & Hass, G. (2000). Curriculum planning: A
contemporary approach. Needham Heights, MA: Allyn & Bacon.
Posner, G. J., & Rudnitsky, A. N. (1997). Course design: A
guide to curriculum development for teachers. White
Plains, NY: Addison Wesley Longman.
Ragan, W. B., & Shepherd, G. D. (1971). Modern elementary
curriculum. NY: Holt, Rinehart.
Richards, J. C., & Rodgers, T. S. (1988). Approaches and
methods in language teaching: A description and analysis.
Cambridge: Cambridge University Press.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm,
and possibility. NY: Macmillan Publishing Company.
Seidman, I. (1998). Interviewing as qualitative research: A
guide for researchers in education and the social
science. NY: Teachers College Press.
Shih, Y. H. (2002). Characteristics of Grade 1-9 English C
urriculum in Taiwan and reflections of its
implementation. In Department of English, National Taipei
University of Education (Ed.), Proceedings of Cross
Straits New Century Innovations of Elementary Curriculum
and Teaching Material Conference. Taipei, Taiwan:
Association for Research & Development of Teaching
Materials.
Solomon, P. G. (1998). The curriculum bridge: From
standards to actual classroom practice. Thousand Oaks,
CA: Corwin Press.
Sung, T. H., & Liu, W. Y. (2005). A study of multiple
intelligence on investigating the effect of teachers’
teaching method on students’ English learning. Journal
of Educational Practice and Research, 18(1), 151-182.
Ting, J. P. (2008). An investigation on curriculum
articulation problems and related coping strategies
between junior high schools and senior high schools in
Taichung city and Taichung county-Taking English course
for an example. Unpublished master’s thesis, National
Changhua University of Education, Changhua, Taiwan.
Tsai, C. M. (1993). A survey of articulation problems
between kindergarten and elementary schools, Journal of
National Taipei Teachers College, 6, 665-730.
Tseng, S. D. (2004). Ideas must face to the reality: How to
work out the English classroom difficulties? The
Proceedings of 2004 Cross-Strait Conference on English
Education (pp. 191-200). Taipei, Taiwan: Crane.
Tung, Y. M. (2005). Examination on the implementation of
grade 1-9 curriculum for languages (English study) field.
Unpublished master’s thesis, National Taiwan Normal
University, Taipei, Taiwan.
Tyler, R. W. (1949). Basic principles of curriculum and
instruction. Chicago: University of Chicago Press.
Tyler, R. W. (1981). Specific approaches to curriculum
development. In H. A. Giroux, A. N. Penna, & W. F. Pinar
(Eds), Curriculum & Instruction (pp.17-30). CA:
McCutchan.
Wang, M. S. (2004). The investigation of junior high school
implementation of the curriculum guidelines in the
language arts (English) learning area. Unpublished
master’s thesis, National Taiwan Normal University,
Taipei, Taiwan.
Wei, Y. Y. (2006). A study of EFL junior high school
teachers’ implementation of multiple-assessment.
Unpublished master’s thesis, National Kaohsiung Normal
University, Kaohsiung, Taiwan.
Wolcott, H. F. (1990). Writing up qualitative research. CA:
Sage.
Wu, H. H. (2007). Junior high school EFL teacher’ belief
and practices toward English writing teaching in CLT.
Unpublished mater’s thesis, Dayeh University, Changhua,
Taiwan.
Wu, L. J. (2002). Curriculum articulation between
elementary and junior high school: Comparison between
England, Scotland and Taiwan, Journal of National Taipei
Teachers College, 15, 17-50.
Wu, S. L. (2001). Investigation of curriculum articulation
of the law courses in civic subject between junior high
schools and senior high schools. Unpublished master’s
thesis, National Taiwan Normal University, Taipei,
Taiwan.
Wu, S. R. (1999). A study of technological-institute
English teachers’ beliefs and knowledge about reading
instruction. Unpublished master’s thesis, National
Changhua University of Education, Changhua, Taiwan.
Yang, W. T. (2004). A cooperative action research of
curriculum continuity on Mathematics learning field in
elementary school. Unpublished mater’s thesis, National
Taipei University of Education, Taipei, Taiwan.
Yeh, C. H. (2001). A study of 1-9 curriculum program
implementation for compulsory education stage-analysis of
perspectives of secondary school and elementary school
educators. Unpublished master’s thesis, National Taipei
University of Education, Taipei, Taiwan.
You, K. J. (2003). Primary school English curriculum: A
policy analysis. Unpublished master’s thesis, National
Chiao Tung University of Education, Hsinchu, Taiwan.
You, Y. L. (2008). The study of investigating the effect of
English educational policy on post-secondary English
education: Effects of “General Senior High School
Temporary English Curriculum” on junior high and
vocational high schools. In Department of Applied
English, Ming Chuan University (Ed.), Proceedings of 2008
International Conference and Workshop on TEFL & Applied
Linguistics (pp. 689-700). Taipei, Taiwan: Crane.
You, Y. L. (2009). The study of investigating the effect of
English educational policy on post-secondary English
education. In W. C. Chang (Ed.), A survey of ELT policies
in Taiwan: From elementary to college (pp.125-178).
Taipei: Crane.
Yu, C. C. (1999). Grade 1-9 Curriculum: Implementation of
curriculum articulation and integration of schools,
Journal of Taiwan Education, 581, 37-42.

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔