高中學生和教師對於<普通高級中學英文科課程綱要>能力指標的看法

Abstract

九九高中英文課程綱要已頒布施行。為了要增進課程實施的效益，有必要研究利害關係人的對於課程改革的感知和接受度。其中，老師和學生對於課程目標的看法尤其重要，因為其看法會決定他們是否會完成目標能力的教學與學習。本研究目標就在於了解老師和學生對於課程綱要中，將課程目標概念化的分項能力指標的看法。 來自台灣各區域的1,422位學生和110位老師參與了這次的問卷調查研究。老師和學生填寫兩種不同版本的問卷。在問卷中，他們在五點量表中填入他們認知裡每個分項能力指標的重要性，並且選擇是否會將該分項能力指標作為課程的教學或學習目標。研究者使用了描述性數據、t檢定，以及卡方檢定來分析參與教師與學生的問卷填答。 本研究發現老師和學生認為各分項能力指標相當重要，且大部分填答者願意將分項能力指標當作是教學或學習的目標；但參與本研究之師生對思考能力指標的重視程度較低。老師和學生對於閱讀、寫作、學習策略，以及學習興趣與態度的分項能力指標看法不一。根據研究結果，有關當局應更加強宣傳九九高中英文課程綱要的特色─思考能力，同時也應設法縮短老師和學生對能力指標認知上的差異。The 2010 Curriculum Guidelines for Senior High School English have been put into practice. In order to enhance the effectiveness of the curriculum implementation, it is necessary to investigate the stakeholders’ perceptions and acceptance of the mandated curriculum. Teachers’ and students’ perceptions and acceptance of the course objectives are especially important because they may determine whether teachers and students would take action to achieve the mandated goals. The present study thus aims to understand how teachers and students perceive the competence indicators in the Curriculum Guidelines, which conceptualize the course objectives. In total, 1,422 students and 110 teachers from senior high school in different parts of Taiwan were recruited to participate in the survey study. Teachers and students filled in two different versions of questionnaires. They were required to assign a perceived importance value to each competence indicator on a five-point Likert scale and choose whether they would take the indicator as teaching or learning goal. Descriptive statistics, t-test, and Chi-square analysis were used to analyze the data. Results of the study show that both teachers and students recognized the competence indicators as important, and most participants would take the indicators as their learning goals. However, less emphasis was put on the indicators for thinking skills, one of the curricular innovations in the 2010 Curriculum Guidelines. Most importantly, teachers and students differed in their views about competence indicators for reading, writing, learning strategy, and learning attitude. It is suggested that authorities concerned should put more emphasis on promoting the new feature of 2010 Curriculum Guidelines for Senior High School English, i.e. thinking skills. It is also necessary to bridge the gap between teachers’ and students perceived importance of abilities to be developed in the English course.