國民中小學英語教師對於英語學習低成就學生補救教學之看法與實施現況

Abstract

隨著九年一貫英語課程的實施，目前全國已自國小五年級開始實施英語教 學，部分縣市亦早已從國小一年級開始教英語。以往國中長期存在的英語程度差 異現象，也隨著英語教學向下延伸而在國小教室中浮現。有鑑於程度差異現象及 落後學生普遍存在於國中及國小，針對落後學生實施補救教學以保障其學習權益 已成為教育改革的重要方向。然而，儘管補救教學已受到教育當局、學校及教師 的高度重視，在實際執行層面仍有許多問題、困難及限制。本研究主要目的在於 凸顯補救教學在教育過程的重要意義，期望教育當局能正視補救教學的重要性， 提供第一線教師所需要的協助及配合，使補救教學能充分落實在每一個教室中， 使所有學生，尤其是英語學習低成就的學生，都能獲得公平的教育機會。 教師是實施補救教學的首要條件，故本研究以台北市國中小英語教師為研 究對象進行問卷調查及訪談，希望瞭解教師對於英語補救教學的看法及實施現 況，同時針對教師所面臨的困境及需要協助之處，提出落實補救教學的具體建 議。有效回收問卷共計239 份，其中包含92 位國小英語教師及147 位國中英語 教師。另亦針對4 位國中小英語教師進行深入訪談，以更充分反映教師的意見。 本研究結果如下：一、教師普遍肯定英語補救教學的重要性，且有高度實 施意願，但對於具體實施補救教學的方法卻不見得有全面而深入的瞭解；二、有 效課堂補救策略包含「為落後學生安排同儕小老師」及「小組合作學習」，教師 對學生的正面鼓勵亦有助於改善學生學習態度；三、目前全校性補救教學課程在 國中實施較普遍，且以「抽離式資源班」及「課後輔導」最多，然其成效仍然有 限；四、教師實施補救教學主要困難為：教學負荷重、缺乏完善補救教學措施、 難以激發學生動機及興趣。教師所需配合包含：減輕教師負擔、結合家長及社區 資源、提供適合落後學生的學習教材、實施英語分級教學。最後，教師對於提升 補救教學效能的建議如下：規劃補救教學經費、增加補救教學相關研習及培訓課 程、促進國中小英語教師溝通以利課程銜接、收集並分享有效教學經驗與技巧。With the implementation of Grades 1 to 9 English Curriculum in Taiwan, English education has been extended to the fifth grade at the elementary school level. The existence of a large gap among the students’ English language abilities observed both in the elementary school and junior high school contexts has drawn increasing attention of the practicing teachers, schools and educational authorities. In view of this problem, the implementation of remedial instruction for the underachievers has been included as an important measure of contemporary educational reform. The major purpose of the present study is to emphasize the significance of remedial instruction. With the understanding of the teachers’ perceptions, implementation, difficulties and support needed in remedial instruction, it is hoped that the educational authorities could take necessary actions to assist the frontline teachers in order for remedial instruction to be fully realized in each classroom and to help every underachiever. Teachers are active agents in putting remedial instruction into practice in the classrooms. The present study investigated the teachers’ perceptions and implementation of remedial instruction for underachievers. Based on the difficulties and necessary support the teachers need, this research then provided insights for the practitioners and educators in the implementation of remedial instruction. The target population for the present study is elementary and junior high school English teachers in Taipei City. A total number of 239 questionnaires were collected, including 92 and 147 from elementary and junior high schools respectively. Besides, 4 key persons in the field of Grade 1 to 9 English Curriculum were interviewed in order to gain a more in-depth understanding of the issue of remedial instruction,. Findings of the present study are as follows. First, the importance of remedial instruction was widely recognized, and most of the teachers were willing to implement remedial instruction for the underachievers. Their knowledge of remedial instruction procedures, however, still had room for improvement. Secondly, effective in-class strategies identified are “peer-tutoring” and “cooperative learning.” It was further suggested that teachers’ positive attitude towards the students have profound influence on the students’ learning motivation and attitude. Third, school-wide remedial programs were more frequently implemented in junior high schools, with “pull-out resource program” and “after-class session” to be the two common programs. However, the teachers’ evaluation suggested only minor effects the two programs had in enhancing the learning of underachievers. Fourth, difficulties the teachers encountered included heavy teaching workload, lacking complete sets of remedial instruction measures, and being difficult in raising students’ motivation and interest. Necessary support were reducing teachers’ teaching workload, incorporation of resources from the parents and the community, providing learning materials appropriate for students’ language abilities, and administering ability grouping for English courses. Finally, the teachers’ suggestions for promoting the effectiveness of remedial instruction were allocating special funding for remedial instruction, providing relative teacher training courses, promoting extensive communication between elementary and junior high school teachers, and establishing a comprehensive teaching resource bank.