| Summary: | 碩士 === 國立花蓮師範學院 === 學校行政碩士班 === 93 === A Study on English Education Policy of Elementary School in Yilan County：the Current Status and Influential Factors.
Abstract
The purposes of the research were mainly to discuss the related influential factors of English teaching policy implementation, to realize the current situation in English education policy implementation strategy and executive effect after Grade 1-9 Curriculum was put into effect in elementary schools, to analyze how educators from various backgrounds perceived the influential factors differing from implementation strategies of English teaching policy implementation in executive effect, and finally, to discuss the relationship between the influential factors, implementation strategies of English teaching policy implementation and executive effect. Some recommendations for improvement were made according to the research conclusions.
This research adopted questionnaire survey in addition to literature review. The questionnaire was “the survey questionnaire of the current status and the influential factors of English education policy implementation in elementary schools of Yilan County”. The subjects were 466 school educators from public elementary schools. They completed 350 effective questionnaires. The statistical methods were the mean, frequency distribution, Independent-Samples T test, one way ANOVA, Pearson product-moment coefficient. According to the result of data analysis, the eight conclusions were drawn as follows:
1. The educators of elementary schools perceived a middle influential level of influential factors on English education policy implementation, the highest was executors, the lowest was the target group.
2. The educators of elementary schools perceived a middle influential level of implementation strategies on English education policy implementation, the highest was the kinds of assessment which English teachers use, the lowest was the utilization of social resources.
3. The educators of elementary schools perceived a low level on executive effect of English education policy implementation, the highest was the basic communication ability, the lowest was to know cultural differences between Taiwanese and foreigner.
4. The educators of elementary schools had no different perception of influential factors on English education policy implementation.
5. The educators of elementary schools had no different perception of implementation strategies on English education policy implementation.
6. The educators of elementary schools had no different perception of executive effect on English education policy implementation.
7. There were positive and strongly significant correlations among all educators of perceiving influential factors, implementation strategies and executive effect.
8. Lack of English teachers, different English levels of students, the selection of English textbook edition, the time of English class, and the decoration of English learning environment were the most concerned issues from educators.
Based upon the conclusions of research, some suggestions were made for reference to the educational administration agencies, elementary school authorities and follow-up research.
|
|---|
