探究國中補校英文科教學策略 ― 應用折衷式教學法於課堂之行動研究

Abstract

在邁入少子化與高齡化社會的同時，意味著終身學習時代的來臨，加上科技的快速發展，英語成為與世界接軌的溝通橋樑，學英文可謂全民運動，許多高齡退休者選擇回歸校園、就學鄰近補校，面對高齡學習者懸殊的學經歷背景、以及逐漸退化的生理機能，如何提升其英語學習成效，成就其自我成長的終身學習，需要擬定適切的教學策略、跳脫傳統講述的上課方式，以符應高齡者的學習特質與需求。本研究旨在探討國中補校的英語教學策略，應用折衷式教學法，即綜合四種語言教學法GTM、ALM、TPR與CLT於課堂，評估其實施的教學歷程、學生的學習經驗、學習動機、及教學者的省思成長；採用行動研究法，透過規劃、行動、觀察、反省與再規劃施行步驟，並蒐集質性、量化資料分析；研究時程為三個月，以台北市某國中補校一年級14名高齡學習者為研究對象，分兩階段教學行動，研究結果可歸納為下列六個結論： 壹、折衷式教學法是融合非組合四種教學法、需要依不同學習階段而調整 貳、折衷式教學法有助於高齡者英文學習－符合高齡學習特質及教學模式 參、折衷式教學法實施之外，亦要顧及課堂執行的相關策略 一、敏於覺察高齡者身心狀況，隨時給予關心問候可增強其學習動力 二、掌握補校高齡者需求，不同情意和技能教學的協助可提升其學習動機 三、差異化強弱異質分組，對高齡者有陪伴學習之效、亦提升其學習動機 四、多元簡易活動設計，提供高齡者放鬆學習、及參與學習的樂趣 五、動靜態評量讓高齡者投入學習活動，教師亦能對其學習作多面向評估 肆、折衷式教學法在國中補校英文課堂實施後，對高齡者具正向學習經驗 伍、折衷式教學法在國中補校英文課堂實施後，可提升高齡者的學習動機 陸、折衷式教學法在國中補校英文課堂實施讓教學者獲得多元省思與成長The era of lifelong learning is coming while Taiwan is facing an increasingly ageing population and lower birth rate. In addition, with the rapid development of technology, English has become a bridge to communicate with the world. Learning English is a country-wide activity, many retired seniors choose to return to schools in their neighborhood. Teaching the elderly English, we face huge disparities in their education and experience backgrounds and their weaker physiological function. To improve their learning result and fulfill their personal development in their lifelong learning, it is necessary to formulate appropriate strategies instead of using a didactic traditional method in English teaching, especially elderly learners' characteristics and needs are unique. This study aimed to explore the English teaching strategies at supplementary junior high school and apply the eclectic teaching method, integrated four language methods of GTM, ALM, TPR and CLT, to English class and to evaluate the implementation results as well as the elderly's learning motivation, experience, and thoughts through adopting action research approach by the steps, planning, acting, observing, reflecting and re-planning, collecting qualitative and quantitative data and analyzing those data. The duration of the research was three months, and the participants of this study were fourteen first-grade elderly learners at a supplementary junior high school in Taipei. The study was implemented by two stages of teaching actions, and the results from this study are listed below: 1.The eclectic method is a fusion of non-combined some teaching methods and is adjusted to fulfill the needs in different learning stages; 2.The eclectic method helps elderly English learners – suitable for the elderly’s learning traits; 3.In addition to the implementation of the eclectic method, it is also necessary to take into account the relevant teaching strategies: (1)Keeping eyes on the elderly learners’ physical and mental conditions with care and expressing greetings could make them be passionate in learning English; (2)Truly understanding the needs of elderly learners and apply it on teaching through different affections and teaching skills could enhance their learning motivation; (3)Differentiation in heterogeneous grouping, weak-and-strong pair, has a good effect on learning motivation; (4)Multiple-and-simple designed activities make elderly learners relax and encourage them participate more while enjoying the fun; (5)Multi-assessment allows elderly learners to participate in learning activities and enables teachers to evaluate their learning result in different angles; 4.The eclectic method implemented in English teaching has positive impact on the elderly’s learning experiences; 5.The eclectic method implemented in English teaching improves elderly learners’ motivation; 6.The eclectic method implemented in English teaching enables teachers to gain multiple reflections and self-growth.