國民中小學英語教師對「補救教學實施方案」之看法與實施現況調查

Abstract

本研究旨在調查英語教師對補救教學實施計畫的了解和看法。研究人員使用自製的問卷和深度訪談來收集英語老師的對補救教學計畫的了解以及他們對篩選測驗、成長測驗、英語基本學習內容、補救教學教材、補救教學課程、實施成效、困境與支援等看法。

本研究結果分析如下：第一，超過半數的英文教師對補救教學計畫的目標和內容低於平均數。第二，最高學歷、服務年資、現任職務、補救教學研習經驗以及補救教學相關計畫經驗等教師的背景對教師的補救教學知識有顯著的影響。第三，大部分的教師認為補救教學計畫對提升英語成績、英語學習動機、英語學習態度、英語學習信心的成效尚可。此外，大部分的老師對全國篩選測驗、全國成長測驗、英語基本學習內容、英語補救教學教材有正面的態度。然而，讓英語教師最困擾的前三項為：學生參與意願不高、學生程度差異太大、行政或教學工作負荷重，而教師最希望教育部能減輕教師的教學負擔、減少教師的行政工作和依照學生程度編班。

最後，根據研究發現及結論，對未來研究提出具體建議以作參考。

關鍵字：補救教學實施方案、全國篩選測驗、全國成長測驗、英語基本學習內容

This study aims to investigate how English teachers understand and perceive the “Remedial Instruction Project.” A researcher-made questionnaire and in-depth interviews were adopted to investigate English teachers knowledge of the Project regulations and their perceptions of National Screening and Progress Tests, English Basic Learning Content, materials used in remedial classes, English remedial curriculum, effect of the Project, difficulties encountered, and support needed.

The result can be summarized as follow. First, more than half of the English teachers’ scores on the goal and the content of the Project were below the average score. Second, teachers’ background such as education levels, teaching experience, positions, workshop experience, and remedial instruction programs experience had significant influence on teachers’ knowledge. Third, most English teachers considered the effect of the “Remedial Instruction Project” acceptable regarding improving students’ English scores, motivation, attitude, and confidence. Moreover, most teachers had positive attitude toward the National Screening and Progress Tests, English Basic Learning Content, and English remedial instruction materials designed by MOE. However, the top three difficulties, “students’ lack of willingness to attend remedial classes”, “large proficiency gap among students”, and “overload of administrative and teaching work”, bothered the teachers the most. And most teachers hoped that the MOE could reduce teachers’ teaching load, reduce teachers’ administrative workload, and implement ability grouping for remedial courses.

In the end of the study, some insights and workable suggestions for future implementation of the English remedial instruction policies are offered.

Key words: Remedial Instruction Project, National Screening Test, National Progress Test, English Basic Learning Content