國民中小學英語課程銜接之研究

• Main Authors: Ru-Wen Li, 李如雯
• Other Authors: Su-Ching Lin, Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/20871171552862499601

碩士 === 國立彰化師範大學 === 教育研究所 === 99 === The main purpose of the study is to understand the problems and the coping strategies of the curriculum articulation in English curricula between elementary schools and junior high schools. Eightinterviewees were drawn from different junior high schools in Taichung city. Interview and document analysis of qualitative research methodwere used to collect data. The results of the study are concluded as follows: 1. Due to different students’ proficiency level, students who were in low proficiency level easily lacked motivation and willing, gave up learning, and bore more stress of learning and examinations. 2. Because of bimodal phenomenon, teachers were difficultyin arranging teaching managements, selectingteaching materials, taking assessments, and class managements. 3. Some ofinterviewees considered thatcurriculum guidelines and textbook caused bimodal phenomenon, butthe others considered thatcurriculum guidelines and textbook didn’t cause the bimodal phenomenon. 4. According to Grade 1-9 curriculum, each school had to offer the summer program to articulate the curriculum betweenthese two stages. Most of interviewees considered that the effect of articulated curriculum was not good because of limited teaching hours. 5. School administrators offered more teaching hours alleviating the articulation problems.6. Most of interviewees solved the articulation problems by adjusting the ways of assessment, implementing remedial teaching and so on.Suggestions to improve the problems of curriculum articulation between elementary schools and junior high schools in the future were also included.