葉錫南Hsi-nan Yeh潘姵璇2019-09-032004-8-272019-09-032004http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2004000240%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/97926本研究旨在分析比較五套九年一貫國民中學英語教科書，以作為日後 教科書評鑑、選擇與設計的參考。這五套教科書( H， J， K， L 及N 版 本) 自2002 年至2004 年7 月為止，各出版了一到四冊。這些教科書係特 別為第一屆九年一貫國民中學學生所設計，與下一屆不同的是，本屆學生 在國小階段僅上過一年英語課程，因此其所用的教材稱為「暫行版」教科 書。本研究針對五套民間出版的「暫行版」教科書中活動練習的設計，進 行分類比較與分析。 在2002 年教育部所頒布的九年一貫課程綱要中，明確指出「培養學生 基本的英語溝通能力」是國民中小學英語課程的目標之一。此外，綱要亦 強調，國中階段的教學是聽、說、讀、寫並重。有鑑於此，本研究特別針 對課本活動練習中(1)是否著眼於培養學生基本的英語溝通能力，(2)聽、 說、讀、寫四個技能是否平均分配，(3)聽、說、讀、寫四個技能是否自然 地相互搭配整合等三方面作探討。 本研究首先評估各活動練習的溝通程度，包含研究者本身，本研究共 有三位英語教師參與教科書內各種活動練習的分析。溝通程度的分析係根 據Dubin 和Olshtain 的分類法。此分類法將活動分成1 到7 等級,分別代表 最具溝通程度到最不具溝通程度的活動練習。此外，本研究並計算聽、說、 讀、寫四個技能的數量分配及其整合程度。 根據資料分析結果，本研究的主要發現如下： 1. 整體而言，活動練習的溝通程度並不高，五個版本的活動練習集中在4 到6 等級。 2. 聽、說、讀、寫四個技能分配並不平均，多數版本包含較多聽、說活動 練習，而忽略寫的練習，但若加上習作上的活動練習則多數版本皆能均 衡分配四個技能的練習，達到聽、說、讀、寫並重的目標。 3. 聽、說、讀、寫在活動練習中，大部分能互相搭配整合，五套教科書平 均有61.2%的活動整合了2 個以上的語言技能。 本研究建議日後教科書編寫的活動練習時，應該注意在數量上及活動 的溝通度方面是否足夠；並仔細檢視在語言技能的分配比重上，是否達到 九年一貫課程綱要中所要求的聽、說、讀、寫並重。本研究顯示出第一次 民間出版的國中英語教科書，基本上並未完全達到課程綱要的要求，而本 研究所發現的一些不足之處，可做為下一次設計教材的參考。The present study aims to investigate the language learning activities in five sets of junior high school English textbooks published by commercial publishers, H, J, K, L, and N. Each set of textbook, published between 2002 and 2004, includes four volumes, from Book One to Book Four. They were designed for the first year of Nine-year Integrated Curriculum in Taiwan. Since the Nine-year Integrated Curriculum began, it has always been emphasized that teaching materials should be communicative. The purpose of this study is to explore if the language learning activities in these textbooks follow the Curriculum Guidelines in this regard. One primary focus of the study is to investigate the extent of communicativeness of the language learning activities in textbooks. The classification adopts Dubin and Olshtain’s (1986) scale of communicativeness for evaluating learning activities. Activities are categorized into 7 types, levels 1 to 7, ranging from the most communicative activities to the least communicative ones. The second focus of this study is to examine the percentage of different language skills in the language learning activities. It is aimed at assessing whether or not the four language skills get balanced in activities. Besides, whether the four skills are integrated with one another is also examined in this study. The results reveal that the language learning activities in the junior high school textbooks mainly fall into the categories of 4, 5, and 6. Among the five sets of textbooks, Textbook L has the most communicative activities. With regard to the percentages of four language skills in activities, Textbooks, H, J, K, and N are found to have put a lot of emphasis on listening and speaking, and not many of their activities actually engage students in writing. In contrast, Textbook L conforms to the Curriculum Guidelines in balanced emphasis on four language skills. As for integration of different skills, each series of textbook has more activities with integrated skills than those with individual ones. 61.2% of activities in five textbook series integrate more than one skill. Textbook K has the most activities with an integration of 2 skills, while Textbook L has the most activities integrating 3 skills. It is suggested that future textbook writers improve the communicativeness of activities, and equalize the proportions of listening, speaking, reading, and writing in activities. It is also suggested that similar investigations be conducted with the new forthcoming textbooks.九年一貫英語教科書活動練習設計