從教學效能觀點檢視科技大一生英語補救教學
No Thumbnail Available
Date
2013-12-??
Authors
Chi-ting Chou
Journal Title
Journal ISSN
Volume Title
Publisher
英語學系
Department of English, NTNU
Department of English, NTNU
Abstract
由於科技大學生英文程度不佳情形受到普遍關注，補救教學即為改進學生英文能力的方案之一。本研究探究達成英語補救教學效能的歷程。研究對象為28 位科技大學大一英文低成就學生、授課教師和助教。本研究採用質性研究的資料分析法，輔以相依樣本t 考驗瞭解學生在學習成績上的差異，以及描述性統計資料呈現學生對教學和學習成效的反應。研究發現，達成英語補救教學之效能 (1) 教師應以診斷學生學習經驗和能力為基礎；(2) 應重視強化學生對基礎英文的認知和應用能力；(3) 英語補救教學應運用多元教學策略和多元評量，並提供數位科技學習資源，以提升學生學習動機和發展自主學習能力；(4) 教師必須依據學生學習成績和態度，反思其教學，並持續修正其課程和教學規劃。最後根據研究發現歸納結論並提出建議。
Due to the widespread concern regarding the poor English proficiency levels of technical college students, remedial instruction has become one of the programs used to improve English proficiency. In this study, the researcher explored the process in which English remedial instruction teaching efficacy was achieved. The participants of this study included a teacher, a teaching assistant, and 28 freshman English underachievers at a technical college. The study used the qualitative analysis method and a paired sample t-test to identify the differences in the students’ academic achievements. Statistical data was used to show the students’ reactions to remedial instruction and learning effectiveness. The study showed that to achieve efficacy in English remedial instruction, teachers should: (1) diagnose the students’ learning experiences and competence; (2) strengthen the students’ basic English cognition and application capabilities; (3) use diverse teaching strategies and assessment methods during English remedial instruction, including the provision of digital technology learning resources to enhance the students’ learning motivation and foster their learning autonomy; and (4) reflect on their teaching and continue to revise the curriculum and teaching plans based on the students’ grades and learning attitudes. Finally, conclusions and recommendations are drawn from the findings of this study.
Due to the widespread concern regarding the poor English proficiency levels of technical college students, remedial instruction has become one of the programs used to improve English proficiency. In this study, the researcher explored the process in which English remedial instruction teaching efficacy was achieved. The participants of this study included a teacher, a teaching assistant, and 28 freshman English underachievers at a technical college. The study used the qualitative analysis method and a paired sample t-test to identify the differences in the students’ academic achievements. Statistical data was used to show the students’ reactions to remedial instruction and learning effectiveness. The study showed that to achieve efficacy in English remedial instruction, teachers should: (1) diagnose the students’ learning experiences and competence; (2) strengthen the students’ basic English cognition and application capabilities; (3) use diverse teaching strategies and assessment methods during English remedial instruction, including the provision of digital technology learning resources to enhance the students’ learning motivation and foster their learning autonomy; and (4) reflect on their teaching and continue to revise the curriculum and teaching plans based on the students’ grades and learning attitudes. Finally, conclusions and recommendations are drawn from the findings of this study.