新北市國民小學英語教育之推動及其問題研究

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Title:	新北市國民小學英語教育之推動及其問題研究
Other Titles:	Study on English education for elementary schools in New Taipei City : implementation and problems
Authors:	顏萍萱;Yan, Ping-Syuan
Contributors:	淡江大學教育政策與領導研究所碩士班吳明清;Wu, Ming-Ching
Keywords:	國民小學;英語教育;elementary school;English education
Date:	2012
Issue Date:	2013-04-13 10:39:25 (UTC+8)
Abstract:	本研究採問卷調查法，探討新北市國民小學實施英語教育之現況與問題。在參酌文獻探討結果後，自編「新北市國民小學英語教育實施狀況調查問卷」，針對新北市立國民小學英語教師進行調查。調查樣本取自新北市40所公立國小英語教師，共計發出問卷354份，回收289份，有效問卷為280份，有效問卷率為96.9%。問卷調查結果以SPSS12.0統計套裝軟體進行敘述統計、t考驗、單因子變異數分析與雪費法（Scheffe）事後多重比較等統計方法加以分析，並歸納主要發現如下：一、新北市國民小學教師對英語教育相關問題的感受屬「中等」程度。二、新北市國民小學英語教師對於英語教育相關問題之感受程度會因為學校規模與學校型態之不同而有所差異；大型學校的教師比小型學校教師感受的問題程度較高。三、在學校型態方面的差異，英語教育之「課程」、「資源」、「教學」以及「評量」等相關問題均達顯著差異；一般地區學校之英語教師對於英語教育相關問題的感受普遍高於偏遠地區學校之英語教師的感受。四、新北市國民小學英語教師對於英語教育相關問題之感受程度會因教師資格與國小英語教學服務年資之不同而有所差異；在教師資格方面，合格專任之英語教師對於「教學」相關問題的感受程度大於代理、代課之英語教師；在服務年資方面，六年以上，未滿十年之英語教師對於教學相關問題的感受程度大於未滿3年之英語教師。依據上述研究發現，本研究提出若干改進國小英語教育的建議，作為教育行政機關、學校及英語教師之參考。　The purpose of this study was to understand the current situation and its problems of English education for public elementary schools in New Taipei City. A questionnaire, compiled by the researcher, was administered to 354 English teachers of elementary schools sampled from 40 elementary schools in New Taipei City. Data collected from the questionnaire survey were analyzed by applying computer software SPSS version 12.0, including descriptive statistics, t-test, one-way ANOVA and the Scheffe’s method. The main findings of this study were as follows: 1. In general, the problem of English Education perceived by English teachers was at the “intermediate” level; and the problem of “teaching” ranked the highest while the problem of “school facilities” ranked the lowest, and the problem of curriculum and evaluation were ranked in between. 2. There were significant differences in teachers’ perception of problems by the scale and location of school. English teachers from schools with large scale and located in cities, or closed to cities, perceived a higher level of problems of English education compared with teachers from schools with small scale and located in countryside or rural areas. 3. There were also differences in perception of problems among English teachers by their teaching certification and teaching seniority. Teachers with English Teaching Certificate had a higher level of problem perception than teachers not certificated as English Teacher. As for seniority in English teaching experience, those who had over six years experience of English teaching had a higher level of problem perception. Based on the above findings, this study proposed some suggestions for the improvement of English Education for the elementary schools.
Appears in Collections:	[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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