國中英語教師改善英語教學成效之行動研究

Action Research on Improving the Effect of English Teaching for English Teacher in Junior High School

10.6423/HHHC.202209_(141).0005

陳美子(Mei-Zi Chen)

合作學習 ； 行動研究 ； 電子書教學 ； 閱讀理解 ； 翻轉教學 ； action research ； cooperative learning ； E-book teaching ； flipped classroom ； reading comprehension

學校行政

141期（2022 / 09 / 16）

93 - 126

繁體中文

本研究旨在探討運用教學策略於國中英文閱讀理解教學上的實施歷程及學習成效歷程，並且了解實施過程中教師的專業成長。本研究對象為「森林」國中二年A班學生共27名，研究期間共6週，每週4節課，共24節，進行教學歷程。本研究以行動研究為主，觀察部份包含研究者以及協同教師的觀察紀錄、學生課堂表現紀錄等；文件資料包含學生前後測量化分析、學生評鑑回饋問卷以及學生作業；訪談對象分為協同教師與研究參與學生。本研究結論如下：一、從情境分析探究國中英語閱讀理解教學之困境與省思的歷程中，釐清英語教學實務問題並確認研究主題及方向。二、從設計閱讀理解教學於國中英語教學之行動方案與省思的歷程中，獲得擬定教學目標、設計教學計劃之專業成長能力。三、從實施閱讀理解教學於國中英語教學之行動方案與省思的歷程中，發現閱讀教學的英語教學優勢及面臨的問題。四、從評鑑閱讀理解教學於國中英語教學之行動方案與省思的歷程中，確認閱讀理解教學對改善英語教學之成效及可修正的方向。

This action research aims to explore the teaching process of applying strategies in English reading comprehension teaching in junior high school to see its effect on students' learning achievements and teacher's professional development in English instruction. The subjects were twenty-seven students in grade eighth in a junior high school in Changhua County. This study was an action research and lasted for six weeks, four hours per week, including twenty-four teaching hours. The research findings and conclusions are as follows. 1. The scenario analysis helps to identify the problems and to target at the research goals. 2. The teacher is proved to progress in setting teaching objectives and designing courses. 3. Through the progress of teaching research, the advantages and the problems of English teaching are found. 4. By means of the evaluation, the action plan shows positive effects on students' English reading comprehension.

1. 王姿陵, Z.-L.,曾議寬, I.-K,邱美燕, M.-Y.(2015)。評析電子教科書對教與學的影響。教科書研究，8(2)，175-188。
   連結：
2. 曾芬蘭, F.-L.,鍾長宏, C.-L.,陳世玉, S.-Y,張銘秋(2018)。國中課室素養導向標準本位評量的設計與應用：以英語科閱讀為例。教育科學研究期刊，12(2)，75-97。
   連結：
3. Baddeley, A. D.(1999).Essentials of Human Memory.East Sussex:Psychology Press.
4. Barnett, Marva A.(1988).Teaching Reading Strategies: How Methodology Affects Language Course Articulation.Cambridge:Cambridge University Press.
5. Cox, Kathleen E.,Guthrie, John T.(2001).Motivational and Cognitive Contributions to Students’ Amount of Reading.Contemporary Educational Psychology,26(1),116-132.
6. Cuillier, C. A.,Dewland, J. C.(2014).Understanding the key factors for e-textbook integration into a business course: A case study.Journal of Business & Finance Librarianship,19(1),32-60.
7. Heliman, A.,Blair, T.,Ruply, W.(1986).Principles and practices of teaching reading.Columbus, OH:Merrill.
8. Kim, J. H.,Jung, H.(2010).South Korean digital textbook project.Computers in the Schools,27(3-4),247-265.
9. Mayer, R. E.(1996).Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction.Educatonal Psychology Review,8(4),357-371.
10. Mayer, Richard(2001).Cognitive Theory of Multimedia Learning, CTML.New-York:Longman.
11. Maynard, S,Cheyne, E.(2005).Can electronic textbooks help children to learn?.The Electronic Library,23(1),103-115.
12. Palmer, H. E.(1983).The psychology of perceptual organization: a transformational approach.Orlando:Academic Press.
13. Penney, C.(1989).Modality effects and the structure of short-term verbal memory.Memory & Cognition,17(4),398-422.
14. Sweller, J.(2003).Why understanding instructional design principles requires an understanding of the evolution of human cognitive architecture.New York:Longman.
15. Taraban, R.,Rynearson, K.,Kerr, M.(2000).College students’ academic performance and self-reports of comprehension strategy use.Reading Psychology,21(4),283-308.
16. Tiene, D.(2000).Sensory Mode and ‘Information Load’: Examining the Effects of Timing on Multisensory Processing.International Journal of Instructional Media,27(2),183-198.
17. Vygotsky, L. S.(1978).Mind in society: The development of higher psychological processes.Massachusetts:Harvard University Press.
18. 王姿云, Z.-Y.(2018)。慈濟大學=Tzu Chi University.。
19. 洪欣枚, S.-M.(2018)。國立臺中教育大學=National Taichung University of Education。
20. 徐椿樑, J.-L.(2001)。國立台灣大學=National Taiwan University。
21. 翁郁宣, Y.-X.(2018)。國立臺中教育大學=National Taichung Education University。
22. 教育部（2014）。十二年國民基本教育課程綱要總綱。[Ministry of Education. (2014). Curriculum Guidelines of 12-Year Basic Education General Guidelines.]
23. 郭靜姿=Guo. J.-Z.(1994)。國立臺灣師範大學教育研究所=dissertation]. Graduate Insititute of Taiwan Educational University。
24. 黃政傑, J.-J.(2014)。合作學習與閱讀理解學習模式。臺灣教育評論月刊，9(12)，48-52。
25. 楊佩穎, P.-Y.(2019)。國立臺東大學=National Taitung University。
26. 楊深坑, S.-K.(1988).理論、詮釋與實踐.台北市:師大書苑=Shtabook.
27. 蔡清田, C.-T.(2011).課程發展與設計的關鍵 DNA.五南=Wu Nan.
28. 賴佑菁, Y.-C.(2018)。國立臺灣師範大學=Taiwan Education University。