期刊專區/ Periodical Section

利用多媒體個案調查台灣高中英語教師對因材施教之信念

Employing Multimedia Case Studies to Investigate Taiwanese EFL Teachers’ Beliefs about Differentiated Instruction

所屬期刊：	第6卷第4期 「測驗與評量」 主編：國立臺灣師範大學教育心理與輔導學系 林世華
系統編號：	vol023_07
主題：	測驗與評量
出版年份：	2010
作者：	李多耕
作者(英文)：	To-ken Lee
論文名稱：	利用多媒體個案調查台灣高中英語教師對因材施教之信念
論文名稱(英文)：	Employing Multimedia Case Studies to Investigate Taiwanese EFL Teachers’ Beliefs about Differentiated Instruction
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最高學歷：
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論文頁數：	44
中文關鍵字：	因材施教教學法;多媒體個案;複現邏輯;師資教育
英文關鍵字：	teacher development;multimedia case study;differentiated instruction;replication logic;qualitative study
服務單位：	華梵大學外國語文學系助理教授
稿件字數：	11955
作者專長：	英語教學;文法;寫作及語言習得;筆譯專題
投稿日期：	2010/1/11
論文下載：
摘要(中文)：	本項研究提供八名於台灣教授英語之國中教師一個多媒體個案。案例 的內容，在闡述一名教師在面對提升學生學習興趣的同時，卻又必須兼顧學 生將來在標準考試上的表現之兩難。八名受測教師在觀看個案後，各填寫一 份內含十五題申論題的問卷，來進行個案分析。在進行個案分析之前，受測 者先觀看由研究者及受測學校之校長所進行的個案分析。本研究藉助內容分 析法，而八名受測者所撰寫之申論題目，為本項研究資料的主要來源。除此 之外，本研究亦藉助複現邏輯(replication logic)，來反覆檢驗受測者的個案 分析中，是否有反應類似的主題。 本研究結果顯示，教師對於因材施教的教學信念，完全符合文獻中建 議教師在課堂上有效地實行因材施教法，所應注意之六項原則。然而，本 項研究結果亦指出，在實行因材施教時，教師較著重以學生的學習程度來作 區隔。由於台灣注重升學教育所衍生的標準考試，教師不得不以提升學生分 數為教學首要之務。此外，本項研究的第二個研究題目的研究結果，無法解 釋閱讀其他教師或專家學者所進行的個案分析，是否能對教師因材施教的理 念，造成影響。
摘要(英文)：	The goals of this research aims to report the advantages of using a multimedia case to help Taiwanese EFL teachers reflect upon their beliefs about best practices of differentiated instructions through employing a multimedia. Numerous studies indicate that multimedia cases can be powerful platform to promote teacher self-reflection, foster faculty development, and demonstrate model. A total of eight EFL middle school teachers in Taiwan were presented with a multimedia case, featuring a teacher’s struggle with students’ performances on standardized tests. Each teacher participant was invited to answer a 15-item questionnaire by writing a short essay. Using the content analysis method, teacher essay responses were analyzed to explore Taiwanese teachers’ thoughts about case-method teaching and learning—the primary mechanism to generate data collection in this study. In addition, replication logic was used to see whether there were common salient issues represented in participants’ answers. The results showed that multimedia case study can be a valuable medium for EFL teachers to reflect upon their effectiveness in the classroom. Since language learning and language teaching are dynamic processes, the results of the study expect to provide teachers, administers, and policymakers with another perspective to understand teachers’ beliefs and thus reinforce teachers’ effectiveness in the classroom.
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