簡易檢索 / 詳目顯示

回結果列表
研究生： 鄧梅華
Mei-Hua Teng
論文名稱： 大班級程度差異之有效教學：資深國小英語教師教學信念與教學行為之質性研究
Effective Teaching in Large Multilevel Classes: A Qualitative Study on the Beliefs and Practices of Experienced EFL Elementary School Teachers
指導教授： 許月貴
Hsu, Yueh-Kuei
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2009
畢業學年度： 97
語文別： 英文
論文頁數： 126
中文關鍵詞： EFL 、教師信念 、大班級程度差異
英文關鍵詞： EFL, teachers' belief, large multilevel classes
論文種類： 學術論文
相關次數： 點閱：330  下載：30 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 本研究旨在探討兩位資深國小英語教師對於大班級程度差異的教學信念與教學行為。本研究提出三個問題：<一> 英語教師對於大班級程度差異的教學信念及教學行為為何? <二> 英語教師實施大班級程度差異教學時所面臨的教學困境為何? <三> 英語教師針對大班級程度差異的有效教學行為為何? 為提高研究結果之可信度，本研究採用問卷、訪談、教室觀察、以及研究者反思記錄等多種資料蒐集方式以深入了解兩位資深國小英語教師對於大班級程度差異的教學信念與教學行為。
    本研究發現顯示兩位資深國小英語教師皆以教育部訂定的九年一貫課程綱要為授課基準，並以班級內中等程度學生－的學習需求(此部份學生占絕大多數)為教學計畫及活動設計之主要依據。本研究發現，即使大班級內學生之間的英語程度差異甚大，兩位教師仍盡其所能呈現有意義、富彈性、重對話練習的教學活動，如配對活動(pair work)、小組活動(group work)、以及發展不同難度之作業(multilevel homework)，以提昇班上每一位學生的學習成效。本研究結果顯示：
    <一> 教師教學行為深受其教學信念之影響，<二> 英語教師實施大班級程度差異教學時所面臨的教學困境主要為班級經營、英語教材的使用、以及家長對於學生學習所抱持的態度，<三> 有效的教學成效取決於教師本身的教學專業及其努力促使每位學生進步的堅定信念。最後，本研究根據研究發現，對於英語教師、家長、學校、行政單位、師資培育中心等提出建議。

    This study aimed to explore two experienced EFL elementary school teachers’ beliefs and classroom practices in teaching large multilevel classes. Three research questions were addressed: (1) What are the teachers’ beliefs and practices toward teaching English in large multilevel classes? (2) What difficulties do the teachers encounter in the process of teaching? (3) What effective classroom teaching strategies are identified by the teachers to maximize students’ learning in large multilevel classes? Various forms of data were collected to enhance the validity of the study namely, questionnaires, interviews, classroom observations, and the researcher’s reflective journals. Findings showed that both teachers insisted on following the Nine-year Integrated Curriculum Guidelines and focused their teaching on the needs of the majority. Though students’ varied English proficiency and other contextual factors hindered the teachers in practicing effective teaching, both teachers were still striving to conduct meaningful communicative activities such as pair work, group work, and multilevel homework. Results of this study highlight the importance of teachers’ beliefs concerning their classroom practices. Besides, several difficulties have been indicated by the teachers in the process of teaching such as classroom management, inadequate teaching materials, and parents’ inappropriate attitude towards students’ learning. Finally, it is believed that successful implementation of effective teaching practices relies on the teachers’ competence and perseverance in balancing their practices between benefiting the majority and facilitating the individual. Pedagogical implications for frontline teachers, parents, school administrators, teacher training programs, and educational authorities are discussed.

    中文摘要……………………………………………………………………………i Abstract…………………………………………………………………………ii Acknowledgements……………………………………………………………iii Table of Contents……………………………………………………………iv List of Tables…………………………………………………………………ix 1. Introduction…………………………………………………………………1 1.1 Background of the Study………………………………………………1 1.2 Purpose of the Study……………………………………………………6 1.3 Research Questions………………………………………………………8 2. Literature Review………………………………………………………10 2.1 Teaching in Large Multilevel Classes…………………………10 2.1.1 Definition of Large Multilevel Classes……………………10 2.1.2 English Teaching in Elementary Schools …………………11 2.1.3 Benefits and Challenges in Teaching Large Multilevel Classes.....13 2.1.3.1 Large Class Size…………………………………………………14 2.1.3.2 Individual Differences…………………………………………14 2.1.3.3 Limited Class Time………………………………………………15 2.1.3.4 Teaching Materials………………………………………………16 2.1.3.5 Teaching Strategies……………………………………………17 2.1.3.6 Teaching and Assessment………………………………………18 2.1.4 Summary of the Section…………………………………………19 2.2 Teachers’ Beliefs and Practices………………………………20 2.2.1 The Nature of Teachers’ Beliefs……………………………20 2.2.1.1 Definitions of Teachers’ Beliefs………………………20 2.2.1.2 Experienced Teachers’ Beliefs and Practices………23 2.2.2 Significance of Teachers’ Beliefs on Their Practices………………………………………………………………………24 2.2.3 Factors Affecting Teachers’ Beliefs and Practices………………………………………………………………………25 2.2.4 Summary of the Section…………………………………………28 2.3 Research on Teachers’ Beliefs and Practices……………29 2.3.1 Research on Teachers’ Beliefs and Practices in Taiwan……………………………………………………………………………29 2.3.2 Teachers’ Beliefs and Practices in Teaching Large Multilevel Classes in Taiwan……………………………………………31 2.3.3 Summary of the Section……………………………………………33 2.4 Effective Teaching in Large Multilevel Classes…………33 2.4.1 Effective Teaching Practices for Large Multilevel Classes…34 2.4.1.1 Cooperative Learning……………………………………………36 2.4.1.2 Differentiated Instruction…………………………………36 2.4.2 Research on Effective Teaching in Large Multilevel Classes in Taiwan……………………………………………………………37 2.4.3 Summary of the Section……………………………………………39 2.5 Summary of the Literature Review………………………………40 3. Methodology…………………………………………………………………42 3.1 Participants………………………………………………………………42 3.1.1 Ms. Chou…………………………………………………………………42 3.1.1.1 The School Context………………………………………………44 3.1.1.2 The Classes…………………………………………………………44 3.1.2 Ms. Yin…………………………………………………………………46 3.1.2.1 The School Context………………………………………………47 3.1.2.2 The Classes…………………………………………………………48 3.2 Data Collection…………………………………………………………49 3.2.1 Teacher Questionnaire……………………………………………50 3.2.2 Teacher Interviews…………………………………………………50 3.2.2.1 Semi-structured Interviews…………………………………50 3.2.2.2 Post-observation Interviews…………………………………51 3.2.3 Classroom Observations……………………………………………51 3.2.4 Researcher’s Reflective Journals……………………………52 3.3 Data Collection Procedures…………………………………………53 3.4 Data Analysis……………………………………………………………56 4. Findings……………………………………………………………………59 4.1 Ms. Chou……………………………………………………………………59 4.1.1 Findings from the Teacher Interviews………………………59 4.1.1.1 Beliefs on Elementary School English Education……59 4.1.1.2 Beliefs on Language Learning………………………………61 4.1.1.3 General Principles for Teachers Teaching Large Multilevel Classes…………………………………………………………62 4.1.1.4 Difficulties in Teaching Large Multilevel Classes..66 4.1.1.5 Beliefs on Effective Teaching Practices for Teaching Large Multilevel Classes……………………………………69 4.1.1.6 Suggestions to Improve Elementary School English Education…………………………………………………………………………71 4.1.2 Findings from the Classroom Observations………………72 4.1.2.1 Teaching Processes………………………………………………72 4.1.2.2 Classroom Practices in Large Multilevel Classes…73 4.2 Ms. Yin……………………………………………………………………76 4.2.1 Findings from the Teacher Interviews………………………76 4.2.1.1 Beliefs on Elementary School English Education……76 4.2.1.2 Beliefs on Language Learning………………………………76 4.2.1.3 General Principles for Teachers Teaching Large Multilevel Classes …………………………………………………………79 4.2.1.4 Difficulties in Teaching Large Multilevel Classes……………………………………………………………………………82 4.2.1.5 Beliefs on Effective Teaching Practices for Teaching Large Multilevel Classes……………………………………84 4.2.1.6 Suggestions to Improve Elementary School English Education…………………………………………………………………………86 4.2.2 Classroom Practices in Large Multilevel Classes……87 4.2.2.1 Teaching Processes………………………………………………87 4.2.2.2 Classroom Practices in Large Multilevel Classes…88 4.3 Conclusion…………………………………………………………………91 5. Discussion…………………………………………………………………93 5.1 Teachers’ Beliefs Toward Teaching English in Large Multilevel Classes…………………………………………………………93 5.1.1 Teachers Should Teach Towards the Majority……………93 5.1.2 Teachers Should be Flexible in Their Teaching Methods……………………………………………………………………………95 5.2 Difficulties Teachers Encountered in the Process of Teaching…………………………………………………………………………99 5.3 Teaching Strategies Identified by the Teachers as Effective………………………………………………………………………102 5.3.1 Establish Class Rules and Teaching Routines…………103 5.3.2 Carry Out Guided Practices……………………………………103 5.3.3 Practice Heterogeneous and Homogeneous Group Work…104 5.3.4 Assign Multilevel Homework……………………………………105 5.4 Researcher’s Reflection…………………………………………105 6. Conclusion and Implications………………………………………108 6.1 Conclusion………………………………………………………………108 6.2 Pedagogical Implications…………………………………………109 6.3 Limitations of the Research……………………………………111 6.4 Recommendations for Future Research…………………………112 References……………………………………………………………………114 Appendices……………………………………………………………………121 Appendix A: Teacher Questionnaire…………………………………121 Appendix B: Teachers’ Semi-structured Interview Questions………………………………………………………………………123 Appendix C: Teachers’ Post-observation Interview Questions………………………………………………………………………125 Appendix D: Teacher Consent Form……………………………………126

    Archer, J. (2000). Teachers’ beliefs about successful teaching and learning in English and mathematics. (ERIC Document Reproduction Service No. ED 450405).
    Australian Universities Teaching Committee. (2003). Teaching large multilevel classes project 2001 final report. Retrieved July 17, 2007, from http://www.tedi.uq.edu.au/largeclasses/pdfs/AUTC_final_report.pdf
    Bailey, K. M. (1996). The best laid plans: Teacher’s in-class decisions to depart from their lesson plans. In K. M. Bailey & D. Nunan (eds.), Voices from the language classroom (pp. 15-40). Cambridge, UK: Cambridge University Press.
    Bailey, K. M., Bergthold, B., Braunstein, B., Jagodzinski Fleischman, N., Holbrook, M. P., Tuman, J., Waissbluth, X., & Zambo, L. J. (2001). The language learner’s autobiography: Examining the “apprenticeship of observation.” In D. Freeman, & J. C. Richards (3rd Eds.), Teacher Learning in Language Teaching (pp. 11-29). New York: Cambridge University Press.
    Balliro, L. (1997). Introduction: The multilevel question. (ERIC Document Reproduction Service No. ED 411458).
    Bell, T. R. (2005). Behaviors and attitiudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-269.
    Borg, S. (1999). Studying teacher cognition in second language grammar teaching. System, 27, 19-31.
    Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81-109.
    Breen, M. P., Hird, M., Milton, M., Oliver, R.,& Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22, 470-501.
    Burns, A. (2001). Starting all over again: From teaching adults to teaching beginners. In D. Freeman, & J. C. Richards (3rd Eds.), Teacher Learning in Language Teaching (pp. 154-177). New York: Cambridge University Press.
    Chang, Y. L. (張于玲) (2006). <國小英語補救教學模式之探究─以臺北縣國民小學為例。> [A Study on English Remedial Instruction Models in the Elementary Schools in Taipei County]. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
    Chapman, C., & King, R. (2005). Differentiated assessment strategies: One tool doesn’t fit all. California, USA: Corwin Press.
    Chen, C. Y. (陳佳韻) (2004). <台中市國小學童英語學習態度之調查研究。> [ A Study of English Learning Attitudes of Elementary School Students in Taichung City]. Unpublished master’s thesis, National Taichung University, Taichung, Taiwan.
    Chen, H. M. (陳秀美) (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei city. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
    Chen, S. M. (陳向明) (2004). 教師如何作質的研究。台北：洪葉。
    Chen, Y. C. (陳艷秋) (2004). <國民小學實施校本英語教學之個案研究。> [ A Case Study of the School-Based Curriculum Development of English Instruction in Elementary School]. Unpublished master’s thesis, National Taitung University, Taitung, Taiwan.
    Chen, Y. H. (2004). Elementary and junior high school English teachers’ perceptions and implementation of remedial instruction for underachievers. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Chiang, L. C. (2006). Voices from the language classroom: A descriptive study on the interactive decision-making of an expert teacher. English Teaching & Learning, 30(4), 23-45.
    Chiang, Y. M. (蔣月美) (2003). <彈性能力分班在國小英語教學之實施：北市龍安國小個案研究> [The implementation of flexible ability-grouping in English teaching in elementary schools: A case study of Long An Elementary School in Taipei]. Unpublished master’s thesis, National Taipei University of Education, Taipei, Taiwan.
    Chiang, Y. Z. (江吟梓) (2003). A case study of English classroom management in relation to children’s individual proficiency difference issues in Taipei primary schools. Unpublished master’s thesis, National Tsing Hua University, Hsinchu, Taiwan.
    Chiu, T. M. (邱才銘) (1997). <高雄市國小英語教學之研究教育實況之觀察、訪問與問卷調查。> [A Study of English Instruction of Elementary Schools at Kaohsiung Metropolitan City]. Unpublished master’s thesis, National Normal Kaohsiung University, Kaohsiung, Taiwan.
    Chung, S. Y., & Hsu, S. Y. (鐘樹掾、許淑燕) (2005). 當前英語教學的迷思語因應對策—小組合作與資訊科技的應用。教師之友，46(3)，57-64。
    Corley, M. A. (2005, March). Differentiation Instruction: Adjusting to the needs of all learners. Focus on Basics, 7(C). Retrieved November 10, 2007, from www.ncsall.net/index.php?id=444
    Crawford, J. (2003). Language in the elementary program: A tale of two contexts. English Teaching & Learning, 28(2), 61-78.
    Errington, E. (2004). The impact of teacher beliefs on flexible learning innovation: Some practices and possibilities for academic developers. Innovation in Education and Teaching International, 41(1), 39-47.
    Fang, C. C. (方吉正) (1998). 教師信念研究之回顧與整合—六種研究取向。教育資料與研究，26，36-44。
    Feikes, D. (1995). One teacher’s learning: A case study of an elementary school teacher’s beliefs and practice. (ERIC Document Reproduction Service No. ED 389605).
    Gillham, B. (2000). Case study research methods. London, UK: CONTINUUM
    Golombek, P. R. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32, 447-464.
    Hallam, S., & Ireson, J. (2005). Secondary school teachers’ pedagogic practices when teaching mixed and structured ability classes. Research Papers in Education, 20(1), 3-24.
    Hamachek, D. (1999). Effective teachers: What they do, how they do it, and the importance of self-knowledge. In R. P. Lopka & T. M. Brinthaupt (Eds.), The role of self in teacher development (pp.189-224). Albany: SUNY Press.
    Hess, N. (2001). Teaching large multilevel classes. Cambridge, UK: Cambridge University Press.
    Hsieh, H. J. (2002). Teachers’ beliefs about EFL learning: A study of elementary school English teachers in Taipei County. Unpublished master’s thesis, National Taipei Teachers’ College, Taipei, Taiwan.
    Hsu, M. Y. (許銘裕) (2005). 經營一個英語特色班級。師友月刊，467，88-91。
    Hsu, Y. K. (2003). Researching multilevel assessment: Evidence from EFL elementary school classrooms. English Teaching & Learning, 28(1), 29-60.
    Hu, J. Y. (胡健裕) (2007). <台北縣國民中學常態編班分組學習之研究。> [A Study of Within-class Ability Grouping in Heterogeneous Classes in Junior High School in Taipei County]. Unpublished master’s thesis, Fu Jen Catholic University, Taipei, Taiwan.
    Huang, L. C. (2002). The lesson planning process of EFL intern teachers at senior high schools: Four case studies. Unpublished master’s thesis, TamKang University, Taipei, Taiwan.
    Huang, Y. W. (2003). The influence of different grouping methods on junior high school students' oral performance in mixed-ability Classroom. Unpublished master’s thesis, TamKang University, Taipei, Taiwan.
    Huang, C. M., Cheng, Y. S., & Lin, S. J. (黃純敏、程玉秀、林秀珍) (2004). <國中英語教師課程意識研究：九年一貫課程之回應。> [A study on junior high englsih teachers’ curriculum consciousness: Responses to the Grades 1-9 refrom in Taiwan]. 英語教學，28(4)，21-44。
    Johnson, K. E. (2001). The vision versus the reality: The tensions of the TESOL practicum. In D. Freeman, & J. C. Richards (3rd Eds.), Teacher Learning in Language Teaching (pp. 30-49). New York: Cambridge University Press.
    Kou, H. L. (2007). A contrastive study of curriculum implementation in English gifted and regular classes: A case study of an EFL teacher in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Kuo, Y. T. (郭原再) (2005). <國民中學教師對常態編班的支持度及其信念與態度之相關研究。> [A study of the relationship of the support of junior high school teachers toward normal class grouping with teachers' belief and teachers' attitude]. Unpublished master’s thesis, National Cheng Kung University, Tainan, Taiwan.
    Lai, S. J. (2004). High school English teachers’ beliefs on grammar instruction in Taiwan. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Lazaraton, A., & Ishihara, N. (2005). Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal, 89, 529-542.
    Li, D. (1998). “It’s always more difficult than you plan and imagine”: Teachers’ perceived difficulties in introducing CLT in South Korea. TESOL Quarterly, 32(4), 677-703.
    Liang, T. L. (2002). Implementing cooperative learning in EFL teaching: Process and effects. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Liao, P. (2007). Teachers’ beliefs about teaching English to elementary school children. English Teaching & Learning, 31 (1), 43-76.
    Liao, W. W. (2003). Senior high school English teachers’ beliefs towards communicative language teaching and their classroom practice. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Lin, H. J. (2002). Teachers’ beliefs and practice of communicative language teaching: A case study of a junior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Lin, Y. C. (2003). Phonics instruction: A survey of elementary school English teachers’ beliefs and practices. Unpublished master’s thesis, National Taipei Teachers’ College, Taipei, Taiwan.
    Lin, Y. W. (林于雯) (2003). <屏東縣國民小學英語教學實施現況及其遭遇問題之研究。> [A study of the current English teaching situation and encountering problems in elementary schools in Ping-Tung County]. Unpublished master thesis, National Pingtung University of Education, Pingtung, Taiwan.
    Liu, S. F. (劉淑芬) (2004). <國中常態編班的教學困境與教學策略之研究—以八位教學優良教師的成功經驗為例。> [Teaching difficulty and effective teaching strategies in junior high school normal class grouping: A case study of eight effective teachers]. Unpublished master’s thesis, National Chengchi University, Taipei, Taiwan.
    Lu, A. Y. (2003). Teachers’ beliefs and classroom assessments: A case study of two university instructors of English. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Mathews-Aydinli, J., & Horne, R. V. (2006, April 2). Promoting success of multilevel ESL classes: What teachers and administrators can do. Washington, D.C.: Center for Applied Linguistics. Retrieved November 10, 2007, from database (Masterfile) on the World Wide Web: www.cal.org/caela
    Ministry of Education. (教育部) (2006)。<九年一貫課程> [The Nine-year Curriculum Guidelines]. Retrieved 2006, January 26, 2006, from http://teach. eje.edu.tw/9CC/ index. php
    Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Newbury Park, California: Sage.
    Nespor, J. (1987). The role of beliefs in the practice of teaching. Curriculum Studies, 19(4), 317-328.
    Nien, Y. H. (2002). Teacher beliefs and their influence on classroom practices: A case study of a senior high school English teacher. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.
    Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
    Peterson, M., Hittie, M., & Tamor, L. (2005, Jun). Authentic, multi-level teaching: Teaching children with diverse academic abilities together well. Retrieved July 17, 2007, from http://www.coe.wayne.edu/CommunityBuilding/WSC.html
    Rees, G. (2003). Teaching mixed-ability classes. The teaching English website. Retrieved November 10, 2007, from http://www.teachingenglish.org.uk/think/m
    ethodology/mixed_ability.shtml
    Reid, M. I., Clunies-Ross, L. R., Goacher, B., & Vile, C. (1981). Mixed ability teaching: Problems and possibilities. Oxford, U.K.: NFER-NELSON.
    Richards, J. C. (1998). Beyond training: Perspectives on language teacher education. New York: Cambridge University Press.
    Richards, J. C., & Lamb, C. (1996). The self-directed teacher: Managing the learning process. New York: Cambridge University Press.
    Richards, J. C., Gallo, P. B., & Renandya, W. A. (2001). Exploring teachers’ beliefs and the process of change. Retrieved November 10, 2007, from http://www.professorjackrichards. com/pdfs/exploring-teacher-change.pdf
    Richards, J. C., & Lockhart, C. (2000). Reflective teaching in second language classrooms (7th). New York: Cambridge University Press.
    Rosenfeld, M., & Rosenfeld, S. (2004). Developing teacher sensitivity to individual learning differences. Educational Psychology, 24(4), pp. 465-486. Retrieved October, 19, 2007, from database (Masterfile) on the World Wide Web: http://www.ebsco.com
    Richards, J. C., Tung, P., & Ng, P. (1992). The culture of the English language teacher: A Hong Kong example. RELC Journal, 23(1), 81-103.
    Sands, M., & Kerry, T. (1982). Mixed ability teaching. London, U.K.: Croom Helm Ltd.
    Shih, Y. H., & Chu, H. M. (施玉惠、朱惠美) (1999). 國小英語課程之精神與特色。 教育研究資訊，7(2)，1-5.
    Smith, D. B. (2001) Teacher decision making in the adult ESL learning classroom. In D. Freeman, & J. C. Richards (3rd Eds.), Teacher Learning in Language Teaching (pp. 197-216). New York: Cambridge University Press.
    Su, S. F. (蘇順發) (2001). <我國國中英語教學革新現況調查研究> [A Study on the condition of the educational reform in junior high school English teaching in Taiwan]. English Teaching & Learning, 26(1), 28-48.
    Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge, U. K.: Cambridge University Press.
    Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandra, VA: Association for Supervision and Curriculum Development.
    Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for expositive teaching. Alexandra, VA, USA: Association for Supervision and Curriculum Development.
    Wang, P-H. (王伯雄) (2006). <以有效教學策略促進課程銜接之個案研究—以七年級英語科為例。> [Utilizing effective teaching strategies to promote curriculum articulation: A case study of 7th grade English teachers]. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    William, M., & Burden, R. L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge, U.K.: Cambridge University Press.
    Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. New York: Cambridge University Press.
    Wu, C. F. (2002). The study on high school trainees’ theoretical orientations toward reading instruction and reading instructional practices. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Yang, N. D. (楊乃冬) (2000). What do prospective teachers think about teaching English to children? Selected Papers from the Ninth International Symposium on English Teaching (pp.556-565). Taipei, Taiwan: Crane Publishing Co.
    Yeh, H. N. (葉錫南) (2003). 國中學生英語能力參差的因應方式 (節錄)。成大教育輔導，26。民96年11月10日，取自：http://140.116.223.223
    Yin, R. K. (2003). Case study research: Design and methods. (3rd ed.) London, U.K.: Sage.

    下載圖示
    QR CODE