外師英語教學對國小高年級學童課堂學習歷程影響之研究—以一所臺北市的公立國民小學為例 A Case Study of the Effects of Foreign Teachers on the English Learning of the Upper Graders in a Taipei Municipal Elementary School

• Main Author: 陳建銘 Chen, Chien-Ming
• Format: Article
• Language: zho
• Published: National Changhua University of Education 2008-12-01
• Series: Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan
• Subjects: 外籍教師; 紮根理論; 課堂學習; Keywords: foreign teachers; grounded theory; classroom learning
• Online Access: http://jtepd.ncue.edu.tw/issue/paper/3?type=html

本研究係探討臺北市的一所公立國小實施外師英語教學對高年級學童課堂學習歷程之影響的個案研究。本研究旨在透過紮根理論的方法，描述、分析與詮釋外師英語教學對該校高年級學童課堂學習歷程的影響情形，並根據研究結果，提出相關的結論與建議，以作為學校規劃下一階段英語教育之參考。本研究採取三個輪次的紮根理論分析，對多位受訪者(含高年級學生、班級導師等)進行半結構式的深度訪談，後將訪談與觀察所得之相關資料，以詮釋循環的方式 來理解所採訪的資料，並據以建立通過適度理論飽和考驗的理論模型，以及提出相關的結論與建議。 In this study, the effects of foreign teachers on the English learning process of the upper graders in a Taipei municipal elementary school are discussed on the basis of the grounded theory. Nine students and two homeroom teachers were interviewed in details. Statements and observations were reviewed and interpreted to set up a model. Conclusions and suggestions are made for the school to make future plans for the English teaching program.