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

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