高中學生英文科學習經驗之研究

Abstract

本研究旨在了解高中生的英文科觀點與學習經驗，是以學生對教師教學、教學內容及學習評量等面向的經驗與想法，並以此探討影響學生英文科學習經驗的因素，分析學生如何與英文學習過程中的人事物互動，形成個人獨特的學習經驗。 本研究採取質性取徑，透過參與觀察、訪談與文件分析等方法蒐集資料，研究場域為新北市一所公立高中，研究參與者為高二學生，共40位。 根據研究發現，本研究結論如下： 一、學生認為英文是實用且學習價值性高的科目，是永久性的能力與國際接軌的 語言工具，但實際英文科學習經驗卻囿於學科的框架與學生觀點想法相悖。 二、學生感受到教師全英文教學對學習有益，但仍側重認知層面的學習且以講述 方式呈現課程重點，導致全英文教學脫離日常生活溝通情境的使用與脈絡。 三、學生個人豐富的英文學習經驗是來自於多方面學習歷程與管道所形塑，學生 本身即是課程設計者與安排者，但為因應學科考試，課堂多仰賴教師的重點整理，易形成被動的學習型態與個人豐富的英文學習經驗被忽視。 四、學生認為英文教科書不夠真實鮮活，難與生活連結及引起情感性共鳴，但閱 讀新聞時事與雜誌可彌補不足，故英文教科書宜兼顧知識性與實用性的傳遞。 五、學生認為高中英文科評量範圍應適量，且項目有偏頗缺少口說實作，方式不 夠多元創新，壓抑主體思考的可能性與造成學生學習挫折感，如何破除為升學而評量的迷思是當前重要課題。 六、高中學生英文科學習經驗是學生與學習情境的人事物等多者交互作用影響之 下的產物，每種因素皆影響著學生對高中英文科學習的思考、行為與態度。The purpose of this study is to understand senior high school students’ English perspective and learning experience which lies in instruction, teaching material, and assessment. Then to discuss the factors that affect students’ English learning experience, to analyze how student form into personal learning experience by interacting with people, affair, and matter in English learning process. The study applied qualitative research method and collected data through participant observation, interview and document analysis. This study involved 40 second grade students of senior high school in New Taipei City. The findings of the research have led to the conclusion as follows： 1. Students thought that English is a practical and high learning value subject, it’s a permanent ability and a language tool that can connect to the world. But students’ actual English learning experience still hard to escape from academic discipline and adverse to students’ perspective.

2. Students felt that teacher constructed all English teaching was beneficial for learning, but still placed emphasis on cognition part, presented the core of curriculum by didactic instruction. It caused all English teaching separated from communication application in daily life and context.

3. Students’ personal plentiful English learning experience came from learning processes and channels in many aspects. Students as curriculum designers and planners by themselves. In order to respond to The General Scholastic Ability Test, they depended on the sorted main points or ideas by teachers. It caused passive learning styles and personal wealth of English learning experience to be ignored.

4. Student considered that the context of English textbook was not authentic and vivid enough, so it was hard to connect with students’ livelihood and evoked students’ emotional resonance. Through reading the news, current affairs and magazine can compensate for the lack. Therefore, the context of English textbook should take into account transferring of knowledge and practicality.

5. Students thought that the range of English assessment should be appropriated, the items had a biased that short of oral presentation, the methods were not innovative and diverse enough. It had the possibility of inhibiting students’ subject thinking and caused students’ learning frustration, so how to eliminate the myth of assessing for general scholastic ability test is the first priority.

6. Senior high school students’ English learning experience is the product of students’ interacting with people, event and matter in learning environment. Each factor affecting students’ English learning, behavior and attitude in senior high school.