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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/38753


    Title: 大學通識英文之「課程指標」與「學習成效」評析
    Authors: 崔正芳
    Contributors: 崔正芳
    林翰儀
    唐嘉蓉
    葉潔宇
    張惠梅
    王美慧
    侯彥凌
    招靜琪
    Keywords: 大學英文
    英語教學
    通識學習
    課程指標
    College English
    TESOL
    general education
    English course criteria
    Date: 2009-12-31
    Issue Date: 2010-04-09 16:01:47 (UTC+8)
    Abstract: 本研究針對國立政治大學「大學英文（一）、（二）」之通識課程指標實施狀
    況與學生學習成效進行問卷調查，問卷對象為97 學年度修習大學英文（一）（二）
    之學生(N = 1834)及該年度授課教師 (N = 24)，學生自我評量其學習成效，老師
    則評量所教授學生之學習成效以及通識課程指標之落實情形。
    研究結果顯示，整體而言，老師對學生英文聽、說、讀三項技能的評量與學
    生自評有所出入，學生自己比較不覺得有老師評估得那麼好。惟在英文書寫能力
    方面，老師與學生的評估趨於一致。而在通識領域的學習，學生對課程中能幫助
    他們瞭解自我、獨立學習及跨文化學習的部分與老師有顯著不同的評估，但對於
    修課是否有助於學習與他人互動，學生的評估則與老師的相近。對於通識課程指
    標之回饋，老師們對於現行課程指標之實用性，一般來說皆持正面評價，大部份
    的老師同意該指標能做有效之教學指引，並同意能落實四至六成於課程中。
    研究中並進行聚焦訪談 (focus group) 的資料蒐集，除了前述的正向回饋
    外，參與的老師們並提出，現行課程指標尚需明列課程宗旨(mission statement)，
    具體說明每一課程所預設之學生整體能力及目標程度為何，以便讓所有任課教師
    都清楚共同的目標，即便在沒有共同的教科書狀況下，也能夠有教學共識。另外
    針對課程指標中以字彙量決定課程難易度及較為抽象的通識精神指標，訪談的老
    師們亦提供了修正的意見及課室教學建議。
    The purpose of the current study is twofold: (1) to document how teachers and
    students of College English I & II would evaluate the learning outcomes of the said
    English coursework; (2) to investigate how the English Course Criteria, which have
    taken effect since 2004, are being implemented in classroom practice.
    Subjects are students (N = 1834) enrolled in College English I in Fall, 2008 and
    College English II in Spring, 2009 and their teachers (N = 24). Students completed a
    survey evaluating their own English language abilities while teachers responded to an
    identical survey evaluating the performance of their own students. Also, all teachers
    responded to another part of the Teacher Survey regarding their opinion on the
    English Course Criteria.
    Findings suggest that, in general, teachers tended to give higher ratings on
    students’ language abilities. Specifically, on English listening, speaking, reading
    abilities, teachers gave significantly higher ratings than students’ self-evaluated
    ratings. Writing ability, on the other hand, is the only language skill in which teachers
    and students rated similarly. As for learning outcomes in the general education
    domain, students and teachers once again demonstrated significantly different
    perceptions.
    As for the usefulness of the existing English Course Criteria, a majority of the
    teachers responded positively and stated to have managed to implement 40~60
    percent of the criteria into their classrooms. A follow-up “focus group” conducted
    with some of the teacher respondents further yielded specific suggestions for its future
    modification and classroom implementation.
    Data Type: report
    Appears in Collections:[外文中心] 校務發展計畫

    Files in This Item:

    File Description SizeFormat
    附件五-大學英文一二_老師問卷.pdf449KbAdobe PDF22748View/Open
    附件四-大學英文一二_學生問卷.pdf232KbAdobe PDF22771View/Open
    附件三_東吳大學英文課程指標.pdf184KbAdobe PDF24714View/Open
    附件二_台北市立教育大學英文課程指標.pdf184KbAdobe PDF22996View/Open
    附件一_政治大學-大學通識英文課程指標.pdf247KbAdobe PDF21838View/Open
    結案報告_大學通識英文課程指標與學習成效評析_外文中心.pdf381KbAdobe PDF21746View/Open


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