新北市英語教師詮釋與執行多元活化課程政策之研究

Abstract

本研究旨在應用詮釋途徑探討新北市英語教師執行多元活化課程的現況與影響因素。研究者本身為現職新北市國小英語教師，親身體驗到基層官僚在辦理課程政策的過程中，其對政策的詮釋與本身的在地知識（local knowledge）皆難透過調查研究的數據展現，但這些因素卻影響實際辦理方式與成效，故採用詮釋途徑，藉此不同觀點以擴展社會大眾及利害關係人觀看、分析此政策的不同面向。 本研究從97學年度參與活化試辦的學校名單中，選取三間大、中、小不同類型的學校，以立意抽樣及滾雪球抽樣的方式，分別邀請並訪談校內願意進入本研究的英語教師、導師與行政人員共十二人。 本研究結果發現，英語教師認為多元活化課程除延續先前活化課程初衷，也為化解外界之批評。其實施方式分為「目標設定」與「課程規劃」，除評量方式外，教材、教學、人力等規劃均相當周詳。影響英語教師的詮釋與實施方式之因素為在地知識、背景經驗與政策脈絡，包括英語教師本身之專業能力、環境中的超額壓力、任教學生的家庭特質、組織恆常性與政策特性等，外界喧騰一時的爭議則不影響之。另外，英語教師以自由心證的方式肯定自己的實施方式具正向辦理成效，在辦理過程則遇到不易具體掌握成效、教學資源不足、消化政策時間不足等困境。研究者發現上述成效與困境均來自多元活化課程政策特性以及基層官僚專業自主性之發揮。最後，根據本研究之結果，對未來相關政策之走向、政策分析與後續研究提出改進建議，供教育決策當局參考之。The purpose of this study is to investigate the application of interpretive method to policy research, in which the focus is on the current implementations of Multi-Activation Curriculum by English teachers in New Taipei City and their influential factors. Currently the researcher works as an English teacher in New Taipei City, and her experience is that street-level bureaucrats’ interpretations as well as their local knowledge to the process of implementing policy are difficult to demonstrate through empirical research data. These factors, however, did affect the actual teachers’ implementations and results. Thus the interpretation method is applied to expand the public and stakeholders’ horizons to analyze this policy from different aspects. In this study, three shools of different types were chosen from the list of schools that had participated in the previous English Enrichment Curriculum. Purposive Sampling and Snowball Sampling methods were used to interview twelve people including English teachers, homeroom teachers and administrative staff who were willing to participate in the study. This research result shows that these English teachers believe that the objectives of Multi-Activation Curriculum not only continue the previous Activation Curriculum, but also to reconcile public’s criticism. The ways that these English teachers implement the policy could be divided into goal setting and curriculum planning. The latter includes the planning of teaching materials, teaching methods, staffing and assessment methods. Except for assessment methods, the rest are all concretely set and planned. The main factors that influence English teachers’ interpretations and implementations are their local knowledge, background experience and policy context including English teachers’ professional competence, the pressure of being surplus teachers in campus, the students’ family characteristics, organizational constancy as well as the features of this policy. The prior controversies against this policy, however, did not affect English teachers’ interpretation and implementation. Furthermore, by their own judgments, English teachers believe that their ways to implement this policy have positive effects. During their implementation processes, they have encountered problems including the difficulties in measuring the students’ outcome, the shortage of Government resources and the insufficient time for teachers to digest the policy. It is found that the above-mentioned effects and problems not only come from the policy itself, but also represent street-level bureaucrats’ professional autonomy. Eventually, based on the results, this study provides some suggestions to the policy authorities and policy analysts.