| Summary: | 碩士 === 國立台北師範學院 === 課程與教學研究所 === 89 === ABSTRACT
The present study aims at exploring the practical assistance to development of English teaching given by class advisors to English teachers in Tunghsi Elementary School. The study tries to find the reality in various aspects, mainly implementation patterns and strategies of teaching, difficulties encountered during development and affective factors, besides, also launches in-depth research with the methods such as “Literature Analysis”, “Participating in observation” and “Visit Interview”. The results of the study are as the follows:
1.Causes motivating the class advisors to provide assistance to English teaching:
1.1.The individual sense of mission in education and personality characteristics of “Taking up challenges actively” among the class advisors.
1.2.The awareness of the deficiencies in practical English teaching.
1.3.The necessity of offering English supplementary learning activities as a major remedial teaching strategy and making feasible adjustments in the curricular content, learning hours and activity patterns that answer the individual difference of each pupil indeed.
2.Limitations to the class advisors’ assistance to English teaching:
2.1.The inadequacy of English proficiency found in the class advisors.
2.2.The varied awareness and acceptance to English supplementary learning activities between the class advisors and English teachers.
2.3.The absence of interactions between the class advisors and English teachers.
2.4.The shortage of the administrative supports from the school management.
At last the present study presents the suggestions as the follows on the basis of the results found:
1.Suggestions to the class advisors participating in English teaching and the English teachers:
1.1.Class advisors are to improve the English competence of their own by taking on-the-job training in English where possible so as to become prepared for conducting English teaching.
1.2.English teachers are to realize “the significance of performing on a teaching team” by actively cooperate with the class advisors and communicating as well as planning jointly on the issues in English teaching.
2.Suggestions to the school administratives:
2.1.To promote the teachers’ working on team spirit and professional teaching competence and to set free from the rigid teaching patterns persisted by the teachers.
2.2.To properly modify the administrative mechanism such that teaching activities are effectively aided and supported.
2.3.To establish effective teaching teams that will perform adequately.
3.Suggestions to competent teacher training institutions:
All concerned teacher-training institutions are strongly recommended to adapt to the pattern under which English Fundamental Skills Development courses and the Theoretical and Practical Courses on English Pedagogy and Methodology are listed as the required courses.
4.Suggestions to the concerned the researchers for further research:
4.1.To focus the research themes on the performance of English competence of the students.
4.2.To keep track on growth of the teachers’ competence.
4.3.To conduct overall assessment on the implementation of English teaching.
4.4.To research the Top-Down Teaching Implementation model.
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