在越來越重視幼兒學齡前英語教育的社會中，全美語沉浸式教學，成為父母期待子女學好英語的選擇，然而人們對全美語沉浸式教學，有正反兩極端的意見，本研究探討參加過全美語沉浸式教學之國小學童在國小英語的學習態度，以期能對全美語沉浸式教學的影響有所暸解，並對幼兒英語學習有所助益。 本研究資料分別取自於桃園ㄧ國小六年級學童及其家長的問卷與訪談。266位學生〈13位全美語和253位非全美語學童〉與220位家長〈12位全美語和208位非全美語家長〉的問卷，採四種統計方法進行分析：描述性統計、單因子變異數分析，LSD事後比較與皮爾森相關分析。而26位學生〈13位全美語和13位非全美語學童〉與10位家長〈5位全美語和5位非全美語家長〉的訪談，提供更進一步資料，反映學童對於英語學習的態度。資料分析結果如下： 1. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較多的學習信心。 2. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較高的學習興趣。 3. 參加過全美語沉浸式幼稚園之國小學童比未參加過的學童，在國小英語的學習上顯示較強的學習信念。 本研究亦發現參加過全美語沉浸式幼稚園之國小學童的家長比未參加過學童的家長，對於子女在英語學習上，顯示較高的信心、興趣與信念，與學童的資料分析結果相當一致。 / English immersion preschools, the choices for parents who expect their children to learn English well, exist in our society that values early English education. However, there are studies for and also against immersion learning. This study aims to investigate the English learning attitude of the primary school students who have attended English immersion preschools. The study is suggested to reveal the effect of the English immersion preschools in order to provide better English education for young learners in the future. This study employed questionnaires and interviews for the sixth graders and their parents of P primary school in Taoyuan. Two self-reported questionnaires respectively for 266 sixth graders (13 English immersion learners and 253 non-English immersion learners) and 220 parents (12 parents of English immersion learners and 208 parents of non-English immersion learners) were analyzed by four statistical methods: descriptive statistics, one-way ANOVA, LSD post hoc analysis, and Pearson correlation. Moreover, in-depth interviews were conducted for 26 learners (13 English immersion learners and 13 non-English immersion learners) and 10 parents (5 parents of English immersion learners and 5 parents of non-English immersion learners), which offered further information indicating learners’ English learning attitude. The results of the findings are summarized as follows. First, English immersion learners demonstrated more confidence than non-English immersion learners toward English learning in the primary school. Second, English immersion learners display more interest than non-English immersion learners toward English learning in the primary school. Third, English immersion learners hold stronger belief than non-English immersion learners toward English learning in the primary school. The results of this study also revealed that parents of the English immersion learners indicated more confidence, interest, and belief than parents of non-English immersion learners toward their children’s English learning in the primary school. The results are consistent with those of the learners.

本研究旨在探討私立高級職業學校學生學習動機與學習態度間之相關，並分析不同背景變項學生學習動機與學習態度的差異情形，同時進行兩者關聯性之研究。為達研究目的，首先經由文獻探討確認理論架構，並以「私立高職學生學習動機與學習態度相關之研究調查表」為施測工具進行問卷調查，受調查之有效樣本共計936名學生。所得資料以描述性統計、t考驗、單因子變異數分析及皮爾森相關係數等方法進行資料處理與分析，所獲致結論如下： 壹、私立高職學生學習動機之表現顯著高於符合程度。 貳、私立高職學生學習態度之表現顯著高於符合程度。 叁、私立高職學生背景變項中的性別、科別滿意度、休閒活動及父母教育程度等四項，對學習動機有不同程度之影響。 肆、私立高職學生背景變項中的性別、年級別、就讀科別、科別滿意度、休閒活動及父母教育程度等六項，對學習態度有不同程度之影響。 伍、私立高職學生學習動機與學習態度有顯著正相關。 最後，依本研究所得結論提出四點建議，以供學校、教師、家長及後續研究之參考。 / This paper is to research the relationship between the motivation to learn and learning attitude of students in Private Higher Vocational School. It also takes into consideration of students’ background differences as affecting factors. To achieve the goal, a theoretical framework is first established by literature study. A survey is then performed on students with 936 effective samples. Several statistic methods were used to analyze the collected data sets, including descriptive statistics, t-test, One-way ANOVA, and Pearson’s correlation coefficient. The conclusions obtained as followed: 1. Students’ motivation to learn in Private Higher Vocational School is higher than that acceptable level. 2. Students’ learning attitude in Private Higher Vocational School is more positive than acceptable level. 3. Among all those background variances - gender, satisfactory in the course they study, leisure activities, and parent education level affect students’ motivation to learn. 4. Among all those background variances - gender, grade, the course they study, satisfactory in the course they study, leisure activities, and parent education level affect students’ learning attitude. 5. Students’ motivation to learn and their learning attitude are positively proportional. Based on conclusions drawn, four suggestions were provided as references for school authority, teachers, parents, and also for follow-up studies.

英語學習一直是台灣很重視的一環，而許多家長更贊成提早學英語。台灣九年一貫課程改革也將英語教學由國小五年級改到國小三年級。本研究旨在了解國中學生從小學英語的經驗，與其學習態度改變過程。 本研究採取質的研究方法，以基隆市3名公立國中九年級學生為研究對象。研究過程採取訪談、觀察等方式為主要資料收集來源。資料涵蓋的面向為：(1) 家庭背景；(2) 從小到大學習英語的經驗；(3) 同儕間的影響；(4) 未來對英語學習的規劃。經過這些資料，本研究討論四個問題：(1) 有哪些關鍵點影響學生學習發展？ (2) 重要他人在學生學習經驗中的角色？ (3) 學生的英語學習態度從小到現在有何改變？以及 (4) 身為在台灣學習英語的孩子，面臨的可能性與挑戰。 本研究根據以上三個個案的討論結果，進一步提供相關建議，作為教育單位、學校英語老師、家長及未來研究的參考。

本個案研究旨在探討英語歌謠韻文對一位國小學童口說溝通態度之成效。資料收集與分析主要採取質性之資料收集及分析法，以期對於歌謠韻文教學之於國小學童口說溝通態度能有更深入的了解。參與本研究的學生為一位就讀於新北市大型公立國小三年級，從小未參與過任何課外英語課程的學童。研究期間自民國一百年八月至民國一百零一年二月，資料收集方式以半結構式訪談、課堂錄影觀察及教師日誌為主。 本個案研究以學習態度的三個面向來探討歌謠韻文教學對國小學童口說溝通態度之成效。研究結果顯示，無論在認知、情感及行為等面向，對話式的歌謠韻文對國小學童的口說溝通態度皆有正面成效。唯由於受試者之個性化差異，歌謠韻文教學的活動型態也可能對學童的態度產生不同影響。研究者根據這些發現，提出對歌謠韻文教學之於國小學童口說溝通態度的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。 / This case study attempts to have a better understanding of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic picture of the young learner’s English learning at school. The participant was a third grader who studied in a large-sized public elementary school in New Taipei City. She had never taken any extracurricular English courses after school. The only instruction she received was the eighty-minute lesson per week from her school English teacher. Data was collected from August, 2011 to February, 2012. The teacher’s journals, video-recordings of classroom observation, and three semi-structured interviews were utilized to collect data for the analyses of the effects of songs and chants on a young EFL learner’s attitudes toward oral communication. The results revealed that the participant showed positive attitudinal changes while receiving the songs and chants related instruction. According to the participant’s cognitive responses, emotional states and behaviors, both verbally and nonverbally, the researcher suggested that songs and chants could motivate the young learner’s attitudes toward oral communication in English. However, the types of songs and chants related activities might affect the young learner’s willingness to speak. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped to provide some insights into the dynamics of songs and chants instruction as well as young EFL learners’ attitudes toward oral communication.

本個案研究旨在探討讀者劇場對一位參與英語補救教學的國小學童口語閱讀流暢度以及學習態度的影響。資料收集與分析主要採取質性之資料收集及分析法，以期對於讀者劇場教學之於國小學童口語閱讀流暢度和學習態度能有更深入的了解。參與本研究的學生為一位就讀於新北市公立國小五年級，從小一就開始參與補救教學的學童。研究期間自民國一百零三年三月至民國一百零三年五月，資料收集方式以課堂錄影觀察、教學日誌、半結構式訪談為主，以及每週閱讀流暢度檢測為輔。 研究結果顯示，在口語流暢度方面，無論是正確度、情緒和音量、斷句、流暢性以及速度等面向皆有所進步。另一方面，由於讀者劇場提供學生真實的表演機會，提高學生的自我效能感，給予學習者自主學習的機會，以及創造出合作學習的氛圍，學生在學習態度方面也因此有所提升。研究者根據這些發現，提出對讀者劇場應用於國小學童口語流暢度訓練和提升學習興趣的看法，及未來研究方向的建議，以期對英語教學能有更多建設性的研究貢獻。 / This case study attempts to investigate the influences of Readers Theater on an EFL young learner’s oral reading fluency and learning attitudes. To achieve the purpose of this study, qualitative methods were adopted to capture a holistic understanding of the young learner’s oral reading fluency development and changes of learning attitudes. The participant was a fifth grader who studied in a public elementary school in Taipei City. He has been in a remedial English class since first grade. Data was collected from March 2014 to May 2014. The video-recordings of classroom observation, the teacher’s journals, the student’s learning log, one semi-structured interview, and multi-fluency assessments were utilized as data for the analyses of the influences of Readers Theater on an EFL young learner’s oral reading fluency development and learning attitudes. The results revealed that the participant improved his oral reading fluency and showed positive attitudinal changes while receiving the Readers Theater instruction. In terms of his oral reading fluency development, he first developed word recognition in accuracy; acquired prosodic reading ability gradually in expression and volume; learned to pause appropriately in phrasing; decreased hesitations while reading in smoothness; and increased reading speed in pacing. Moreover, his learning attitudes became positive, because RT provided authentic purposes for reading, increased his self-efficacy, and created an autonomous and cooperative learning atmosphere. Based on the findings, pedagogical implications and suggestions were recommended for future research. It is hoped that this thesis will provide some insights into the dynamics of Readers Theater instruction as well as EFL young learners’ oral reading fluency development and attitudinal changes of learning.

本研究旨在探討國民小學分散式領導對學生學習態度之影響，研究採用調查研究法，以臺北縣國民小學三至六年級級任教師為調查對象，預試問卷，共寄出210份預試問卷，回收199份問卷，回收率94.8%，扣除無效問卷5份，有效問卷為194份，，有效問卷比率92.4%，並以項目分析，二階驗證性因素分析、信度分析進行研究工具之研發。正式問卷發出748份問卷，回收665份問卷，回收率88.9%，扣除無效問卷42份，有效問卷為623份，有效問卷比率83.3%。並分別以平均數、標準差之描述性統計、t考驗、單因子變異數分析、皮爾森積差相關及結構方程模式等統計方式進行資料分析。 本研究獲致以下結論： 一、 國民小學整體分散式領導的現況介於符合和有些符合之間。各層面以成員的參與層面教師知覺程度最好，成員的動力層面較低。 二、 國民小學整體學生學習態度的現況介於符合和有些符合之間。各層面以社會科教師知覺程度最好，英語科較低。 三、 教師人口變項年齡、服務年資不同，知覺校長整體分散式領導達顯著差異。年齡越大，知覺校長分散式領導程度越高。服務年資的組間未達顯著差異。 四、 學校環境變項學校規模、學校區域、校長年資不同，教師知覺校長整體分散式領導達顯著差異。學校規模越小、學校區域偏遠、校長年資越小，知覺校長分散式領導程度越高。 五、 教師人口變項年齡、服務年資不同，教師知覺整體學生學習態度達顯著差異。年齡越大、服務年資越長，知覺整體學生學習態度越高。 六、 學校環境變項學校規模不同，教師知覺整體學生學習態度達顯著差異，事後比較，組間未達顯著差異。 七、 分散式領導與學生學習態度具有中度正相關。 八、 分散式領導對學生學習態度具有正向影響性。 關鍵詞：分散式領導、學習態度、國民小學 / This study aims to explore the relationship between the distributed leadership and students’ learning attitude in the elementary schools. The Survey Research Method is adopted, and the research objects are the third to sixth grade elementary school teachers in Taipei. A total of 210 pre-test questionnaires were distributed, with 194 invalid questionnaires. The effective rate was 92.4%. In this study, item analysis, second-order confirmatory factor analysis, and the reliability analysis are applied. 748 formal questionnaires are distributed, with 665 valid, representing 83.5% effective. With the use of SPSS 17.0 for Windows and LISREL 8.80 statistical software for analysis, descriptive statistics, t-test, one-way analysis of variance, and Person product-moment correlation, and Structural Equation Models were employed in this study, and obtain the conclusion as follows: 1. The overall current conditions of distributed leadership in the elementary schools are good. Objects perform the best in the teacher’s perception of the member’s participation aspect while the member’s motivation performs the worst. 2. The overall current conditions of students’ learning attitude in the elementary schools are good. Among them, teachers in the Social Studies perceived the distributed leadership the best while the ones in the English the worse 3. There is significant difference for different teacher characteristics such as ages, years of service to perceived the principals’ distributed leadership. The older the age, the level of the principal distributed leadership perception the higher. There is no significant difference among the four different year-of-service groups. 4. With the different environmental variables in the school scale, school area, and principal’s years of service, the teachers significantly perceived the principal distributed leadership differently. The smaller the school, the level of principal distributed leadership perception the higher. The same results are obtained if the remoter the school, and the smaller the principal’s years of service, which means the level of principal distributed leadership perception is higher. 5. There is significant difference in the teacher perception of students’ learning attitude with different teacher characteristics such as ages, years of service. The older the teachers’ age, the level of students’ learning attitude perception the higher. 6. With the different scales of schools, the difference achieves significance in the way of teachers sensing the students’ learning attitude. Through post-hoc comparison, there is no difference among groups. 7. Distributed leadership has a significant positive correlation with students’ learning attitude. 8. Distributed leadership has a significant positive impact on students’ learning attitude. Keywords: distributed leadership, learning attitude, elementary school

第一章緒論：本章在敘述本論文之研究動機與目的，並對研究問題、研究假設與有關 名詞加以界定。 第二章文獻探討：分別探討性別、年級與數學成就，性別、年級與數學學習態度，數 學學習態度與數學成就，及性別角色與數學成就等關係的有關文獻。 第三章研究方法：本研究以國小五年級、國中二年級、高中二年級共七二七人為受試 者，施以性別角色量表與數學學習態度量表，並將施測結果進行統計分析。 第四章研究結果：資料分析結果發現，高二男女生之數學成就有顯著差異，不同年級 之數學學習態度有顯著差異，但女生有某些數學學習態度有顯著差異，但性別角色與 數學成就的關係不顯著。 第五章討論與建議：本章根據研究結果加以討論，並提出建議，以供學校教育與家庭 教育之參考。

本研究主要在探討幼兒時期「英語學習經驗」對國小階段「國語學習態度」與「國語學習成就表現」之影響性。研究中分別以「有/無學習英語」、「學習起始年段」、「學習年數」及「每週學習時數」作為幼兒時期英語學習經驗之代理變數；「國語學習態度」的評量包括認知、情感及行為三個成分；而「國語學習成就表現」係採用國語能力測驗分數與在校國語成績作為評量。 本研究採用問卷調查及深度訪談法，問卷調查方面，係以台北市文山區市立國小二年級339名學童及四年級341名學童為研究對象。訪談方面，共訪談44名學童、45位家長、以及15位國小教師。 本研究結果顯示，雖然幼兒時期英語學習經驗對學童國小階段的國語學習態度不具有顯著的影響性，但本研究獲得若干證據支持幼兒時期英語學習經驗有助於學童國小初期的國語學習成就表現。具體的研究結果指出：(一)幼兒時期「有學習英語」的學童，其小學二年級的平均國語能力測驗與國語學年成績優於幼兒時期「無學習英語」的學童；(二)幼兒時期「有學習英語」與「無學習英語」的學童，其小學四年級的平均國語學習成就表現無明顯差異。 另外，本研究從學童、家長及教師之深度訪談中，彙整出如下意見：(一)雖然幼兒時期英語學習與國語學習在時間上會產生相互排擠的問題，然在學習過程中，二者關係可以為正向或負向，而家長及教師的態度是其主要的中介變項；(二)當英語學習年段早於國語，或太晚學習國語，學童之學習態度較可能受影響；(三)幼兒時期英語學習年數愈長的學童會傾向認為國語的學習較英語難；(四)幼兒時期每週學習英語時數愈多，學習年數愈長，即有可能影響國語學習態度；(五)幼兒時期每週學習英語時數愈多，學習國語的時間相對減少，因此在小學初期，其國語學習成就會較差。然而，此影響會隨著日後學習及使用國語越多(年級越高)而降低。最後，本研究並提出若干建議供教育主管單位、國小教師、幼稚園教師及家長參考。 / This study aims to explore the impact of English learning experience in early childhood on Mandarin learning attitude and achievement at the stage of elementary school. Variables ‘English-learning dummy’ ‘age of English learning’ ‘number of years of learning English’ ‘hours per week in English-learning’ are used as proxies for experience of English learning. Learning attitude in Mandarin is measured in three dimensions (cognition, affection, and behavior), and learning achievement in Mandarin is represented by ‘score’ on Verbal Ability Development Test Battery(VADTB) and ‘academic achievement’ of Mandarin in school(MAA). Questionnaire survey and in-depth interview are concurrently used in this study. The Six hundred and eighty subjects were drawn from six elementary schools in Mucha Area of Taipei City. The other sample, used for in-depth interviews, includes 44 students, 45 parents, and 15 elementary school teachers. The results show that no relationship exists between English learning experience in early childhood and learning attitude at the stage of elementary school. However, some evidence indicates that English learning in early childhood does help Mandarin study at the subsequent stage. Specifically, this study demonstrates that, for the 2nd grade student group, VADTB and MAA scores of students with early childhood’s English learning experience are significantly higher than those students without any childhood English learning experience. In addition, MAA score of students with 2-3 years’ English experience prior to elementary school is significantly higher than those without any English experience. Moreover, the in-depth interviews with students, parents, and teachers indicate as follows: (1) there is a mixed outcomes when estimating the impact of early-childhood English learning on Mandarin learning, depending on teachers and parents’ attitude; (2) if students learn English before Mandarin, or learn Mandarin in later years, their attitude toward Mandarin learning will not be so positive; (3) the longer the students learn English in early childhood, the more they will prefer English. 4) Finally, suggestions are given in the end for policy making and people related.

本研究之目的是藉由 ICT（Information and Communication Technology）工具應用在國中英語教學及口語練習的教學實驗，來初探 ICT 工具對於英語教學及口語練習的成效。本研究的工具為一個可供老師靈活教學及學生口語練習的 ICT 工具：eCard 系統，研究時間為一學期（2008.2 – 2008.7），經由老師與學生實際應用此工具來教學及進行口語練習作業，並以 eCard 系統的學習記錄檔（log file）、問卷、訪談、錄音、隨班觀察及錄影來做為本研究的研究資料。研究結果發現，老師及學生均對使用 ICT 工具教學有正面的評價，老師利用此工具可對教學方式做不同的變化，而學生也因這種新式的教學方式而增加學習的注意力，並對字彙的記憶更加深刻；在口語練習方面，老師覺得 ICT 工具可以增加學生口語練習的機會，但因實行時間太短，對學生英語能力的提升較不顯著，而學生覺得 ICT工具提供更多的口語練習機會，並對其發音很有幫助，但對於「說」英語的信心並沒有增加。此外，本研究亦提出許多未來 ICT 工具融入英語教學及口語練習的建議與努力方向，以作為未來研究之參考。 / The purpose of this study is to investigate the effect of using Information and Communication Technology (ICT) tools to facilitate oral practices in learning of English. The ICT tool (ie, the eCard system) was developed for the instructor to create oral practice assignments and for the students to conduct oral drills. The study lasted one semester. Research data were collected via automatic logging of student activities, post-experiment questionnaires, student and teacher interviews, and in-class video recordings. The major findings are: (1) both the teacher and the students have good appreciation of using ICT tools in teaching and learning; (2) Students do have increased oral practices with the availability of the ICT tool; (3) the increased practices resulted in better pronunciations; (4) rise in the confidence level on English speaking was not observed.

本研究主要在探討臺北縣、市國民中學新移民子女學習態度與策略及學習成就之指標、內涵與現況，進一步建構預測分析的模式，再依研究結果提出建議。 為達上述目的，本研究係採取文獻分析法及問卷調查法進行研究， ，並以編製之「新移民子女學習態度與策略對學習成就影響問卷」為主要研究工具，以探討不同背景(包含學校所在地、性別、母親、家庭)之新移民子女其學習態度與策略對學習成就之影響；進一步以97學年度臺北縣、市國民中學新移民子女國三學生為實施調查之對象，問卷共計發出600份，回收410 份，有效問卷402份，可用率67%，調查結果應用SPSS12.0統計套裝軟體進行分析，問卷資料以平均數、標準差、t考驗、單因子變異數分析，以及積差相關、多元逐步迴歸分析等統計方法進行處理。並根據研究結果提出具體建議，提供學校行政單位、國中教師及未來研究之參考。 茲針對研究發現，歸納本研究之結論，敘述如下： 一、新移民子女學習態度與策略及學習成就的指標、內涵與現況 (一)新移民子女學習態度與策略包括學習動機、學習興趣、學習習慣、學習方法、學習信心、學習焦慮、學習過程、自我測驗八個向度，其整體、分向度得分均為中程度，其中以自我測驗得分最高。 (二)新移民子女學習成就包括國文領域、作文、英文領域、數學領域、自然領域、社會領域、總成績、PR值、最煩惱的領域、最感興趣的十個向度，其整體、分向度的得分，除PR值分向度為中程度外，其餘皆為中低程度。 二、不同背景變項在新移民子女學習態度與策略及學習成就之差異情形 (一)不同背景變項在新移民子女學習態度與策略的得分方面：研究發現在性別、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在學校所在地、母親國籍上則無顯著差異。 (二)不同背景變項在新移民子女學習成就的得分方面：研究發現在學校、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在性別、國籍上則無顯著差異。 三、新移民子女學習學習態度與策略及學習成就的相關情形 整體新移民子女學習態度與策略和其整體學習成就間呈現中度正相關，學習成就各分向度中，則以PR值和新移民子女學習態度與策略總量表的相關程度最高。 四、新移民子女學習學習態度各向度對學習成就的預測情形 新移民子女學習態度與策略之學習習慣、學習信心及學習興趣三向度對整體新移民子女學習成就的聯合預測力最佳。 / The purpose of this research is to discuss the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children in Taipei city and Taipei county. According to the document analysis, we provide some suggestion. In order to reach this goal ,literature analysis and the questionnaire survey were used in this research. The samples of students were selected from the third grade of junior high schools with new immigrants’ children. All of the 600 questionnaires were distributed with 410 returned and 8 nullities. With the effective questionnaire of 402, All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. and the results obtained as follows: (1) the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children a. the targets of learning attitude and strategy of new immigrants’ children including learning motivations, learning interests, learning habits, learning methods, learning confidence, learning anxiety, learning procedure , self-testing. All items are average and self-testing is the highest. b. Learning achievement including Chinese, writing, English, math, science, society, grades, PR’s value, annoying subject, interesting subject. All items are below average except PR’s value, which is in the average. (2) Different background influence the learning attitude, strategy and achievement of new immigrants’ children a. according to the research, the gender, the educational background of mother, the Chinese degree of mother, learning environment, have significant influence on learning attitude and strategy. b. the educational background of mother, the Chinese degree of mother,the learning environment, have significant influence on learning achievement. (3) Correlated situation between learning attitude , strategy and achievement of new immigrants’ children The whole learning attitude and strategy have positive reference to learning achievement . Among the learning achievement ,PR value is the most significant to attitude and strategy. (4) The forecast of learning attitude to learning achievement Learning habits, learning confidence, and learning interests are the best parts to learning achievement of new immigrants’ children.