大要內容分述如左： 第一章 緒言 第一節 研究動機及目的 第二節 研究架構、方法及限制：此章中首先採用行銷及生產觀點來說明企管教育之 運作，並因而引出整個研究動機的形成及研究架構。 第二章 文獻探討 第一節 個案教學法之沿革 第二節 個案教學法之前題、優點 第三節 個案教學法之構面： 1.個案。2.學生。3.教師。4.上課方式之結構化程度 第四節 個案教學法之限制。 第三章 研究結果：本章主要利用統計分析方法來分析樣本資料，以求證： 1.企管所運用個案教學法在各種課程上之成效。 2.學生對個案教學的一般觀點（包括運用個案教學佔全部教學之比例、個案教學法以 後應再加強的地方及學生在個案教學過程中所感受到的一些心理、人際因素）。 3.學生特質（如主動參與，是否就業）對個案教學之評估是否有顯著差異等。 4.個案教學法若要成功，則對那些因素（如老師能力，學生參與）依賴較重。 第四章 結論及建議。

溝通式教學法在英語教學界蔚為主流已有數十年之久。過去的研究亦指出此教學法的實施成效與該實施國家一貫的學習文化具有相當程度的關係。本研究旨在瞭解曾至海外留學的英語教師，因其受到溝通式教學法的影響可能多於在國內進修的教師，他們的信念是否比在國內進修的教師更清楚地顯現在教室行為中。 本研究採用質性研究方法，選擇了三位曾至英美等國取得碩士學位的教師，以及三位在國內進修取得碩士學位的教師。二組教師中各有一位任教於高中一、二、三年級。資料收集主要來源為問卷、訪談及課室觀察。資料分析後比較（1）曾至國外進修教師之信念及教學行為；（2）國內進修教師之信念及教學行為；（3）兩類教師之相同處；（4）兩類教師之相異處。 本研究主要的發現有：所有教師，包括國外及國內進修者，對溝通式教學法都傾向認同，但在課室中卻不是經常用到此教學法，反而是融合傳統的及溝通式教學法的折衷現象較為普遍。至於在教學時，限制溝通式教學法的使用，主要因教學環境因素所致，例如來自考試的壓力、有限的教學時數、及班級人數。另外，海外留學經驗並未對教師信念有所影響。 本研究根據以上四個議題討論結果，在文末進一步提供建議，作為教育學者們參考。 / Communicative Language Teaching (CLT) has dominated the field of language teaching for decades. Previous research also indicated that the effectiveness of CLT has a lot to do with the culture of learning in the country where CLT is implemented. The aim of the present study is to explore whether foreign-trained English teachers, who are presumably under more influence of CLT than locally-trained teachers, have manifested their beliefs and practices more explicitly in the classroom instruction. This study adopted a qualitative research method. The participants are 3 US/UK-trained English teachers and 3 locally-trained English teachers, who teach in a senior high school in northern Taiwan. In this study, the instruments for collecting data included questionnaire, classroom observations and follow-up interviews. The data were analyzed to answer the following research questions: (1) US/UK-trained English teachers’ beliefs and practices in CLT, (2) locally-trained English teachers’ beliefs and practices in CLT, (3) the similarities in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers and (4) the differences in teachers’ beliefs and teaching practices between US/UK-trained and locally-trained English teachers. The major findings are all participants, including both foreign-trained and locally-trained teachers, claimed to hold positive attitude toward CLT. However, CLT was not used frequently in class. It was an eclecticism that was mostly adopted, instead. As for the major constraints from applying CLT, all participants agreed the contextual factors, such as pressure of exams, limited teaching hours, class size, mattered a lot. In addition, the overseas educational experience made no difference to teachers’ beliefs. Finally, pedagogical implications and suggestions are presented at the end of the paper.

公部門辦理培訓是以促進組織成員學習，增進組織績效，是為人力資源發展中訓練進修重要性之所在。隨著觀念進步變遷，不同的訓練技法嘗試應用在公務人力訓練上，以迎接工作環境面臨越形複雜的議題。台灣許多政府訓練機關，嘗試將美國哈佛個案教學法導入公務培訓課程。其特徵在以真實情境轉化為個案教材，透過學理與實務經驗之連結，並強調「以參與者為學習中心」的動態學習方式，與過去傳統靜態知識講授之被動式學習不同。採用不同的培訓方式時，了解執行機關資源、時空等相關因素，才能使政策執行更為順利成功。公部門培訓導入個案教學法後，在政策執行上產生哪些影響與挑戰，值得我們進一步探究。 本研究以參與99年度-薦任晉升簡任官等訓練之公務人員為研究對象，進行問卷普查後配合深度訪談法，探討個案教學法實施現狀與碰到的困難。綜合量化與質化實證結果發現，學員對於實施個案教學法為正面評價。在實務上有六點情形：(1)個案教材撰寫內容與架構技巧仍須加強 (2)學員仍無法完全落實「以參與者為學習中心」的教學理念 (3)隨著不同師資教學表現，學員評價不一致 (4)越資深的學員越能認為，個案教學法有助連結理論與實務 (5)個案教學法能激發學習者學習興趣 (6)教室座位安排與設備資源不均。另外，個案教學法面臨的挑戰與限制為七點：(1)具有價值的個案開發不易 (2)學習者背景影響個案教學成效 (3)「以參與者為學習中心」的認知調適 (4)公部門環境系絡特殊性考量 (5)教師心態調適與教學經驗不足 (6)資源設備配置影響教學互動 (7)國家文官學院執行的政策目標。 本研究最後針對研究結果以及公部門環境系絡特徵，提出四點政策面建議：(1)公部門的個案資源開發與品質維護 (2)個案教學法理念說明與提供正確的學習誘因 (3)投入師資培訓資源與教學經驗傳承 (4)政府訓練機關釐清培訓目標與政策規劃再定位。

本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。 本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。 本研究主要結果摘要如下： 1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。 2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。 3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。 4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。 5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。 根據問卷調查結果，本研究最後提供相關建議以供參考。 / The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well. The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education. The major findings are summarized as follows: 1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT. 2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production. 3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones. 4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT. 5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not. Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.

本研究之目的在於評量中文與英文之「聲韻覺識」（phonological awareness）能力，以探討幼兒在不同英語教學法下的學習效果。「年齡」與「教學法」對「聲韻覺識」能力影響的差異。研究對象，為接受不同英語教學法的學前幼兒（大班生與中班生），一者採固定時間進行英語教學，定位英語為語言學習教材之一，稱之為M系統；一為採全時間教英語的機構，且定位英語為學習其他科目的媒介，稱之為W系統。測驗工具乃參酌胡潔芳教授提供之「聲韻覺識測驗」，經改編後共分八項分測驗--「中文音節刪除、英文音節刪除、中文音素刪除、英文音素刪除、中文音節替代、英文音節替代、中文音素替代與英文音素替代」。研究資料除了測驗成績之外，尚有教學現場之觀察資料，及兩系統之主管與教師之訪談文本，以了解不同英語教學法在教學內涵上之實質差異。 研究結果顯示，中文聲韻覺識能力，有「年齡」的差異，大班生表現優於中班生；「教學法」的差異，發生在中文「音素覺識」，M系統幼兒優於W系統。英文聲韻覺識能力，有「年齡」上的差異，大班生優於中班生，但無教學法上的差異。加測「注音符號」測驗，結果顯示有「年齡」與「教學法」上的差異，大班生比中班生好，M系統幼兒比W系統幼兒好，比較兩系統教學內涵的差異後，顯示M系統幼兒中文聲韻覺識能力表現較佳與「注音符號」教學有關；英文聲韻覺識能力無教學法上的差異，英文教學時間長短不影響聲韻覺識能力。研究結果似乎指出，真正影響中文與英文聲韻覺識能力發展的是年齡。 由於「聲韻覺識能力」的重要性，幼兒英語教學與學習，以培養「聲韻覺識」能力為出發點的教學內容應該要被參考，但基於年齡的限制，聲韻覺識教學，並不急於小班時期或中班初期開始。關於聲韻覺識的教學，文中另有討論。 關鍵詞：英語教學法，學前幼兒，聲韻覺識 / The purpose of this study is to investigate English learning effect of young children in Taiwan by means of examining the influence of age and English teaching approaches on young children’s phonological awareness in Chinese and in English. The participants consisted of the age of preschool (average five years old) and kindergarten (average six years old) children who are accepted different English language teaching approach in two schools. One school was called M school where young children were taught English partial time and English was one kind of language teaching materials. The other was called W school where young children were taught all time and learn everything in English. The results indicate that the age significantly affects on young children’s phonological awareness in Chinese and the teaching approach significantly affects on young children’s phonemic awareness in Chinese. The age significantly affects on young children’s phonological awareness in English. These results of this study seem to reveal that the main factor affecting on the development of young children’s phonological awareness in Chinese and in English is age. Due to the importance of phonological awareness, it should be to consider that English language teaching for young children could begin by training phonological awareness. However, based on the development of young children, it is not instant to train the capacity of phonological awareness in English language teaching. About the teaching of phonological awareness was discussed in the text. Keyword: English teaching approaches, young children, phonological awareness

學習語言主要目的為「溝通」及「運用」，如何使學習者習得更貼近母語者的應答習慣是教學者所關心的。研究顯示「圖像」不但可以幫助學習者在閱讀的過程中理解內容，進而延伸思考、融會貫通，更可以激發自我語言表達能力。然而台灣目前使用繪本於教學主要的對象為華裔青年或新移民配偶及其子女為主。因此，本文主要探討如何運用華語繪本於海外成人華語課程。本研究透過大量的文獻回顧探討中英教學中的繪本教學發展、教學理論與教學法、第二語言學習教材與挑選繪本評量標準，以此建立本文之理論架構，同時依據此架構規劃教學設計並執行。除此之外，也根據第二語言教學理論及挑選繪本之標準，建立一套運用於華語課程的繪本選取與評定原則。研究結果顯示繪本運用於成人華語課堂中不僅可以使得課程更加多元化，更可以透過不同的教學素材來延伸教學活動。研究者亦由6T教學法中讓學習者根據6T各項目進行回饋。回饋結果除了在任務及思緒的部分仍需要修正之外，整體來說，學生對於繪本運用於語言課堂有非常正面的看法。然而受到繪本文本詞彙之限制，較多的繪本是適合中級程度以上的學生使用。本研究一共分析了26本繪本，共得出26個主題，主題則以友情、成長、夢想、創意居多。最後參考了許多學術論述之後，制訂了繪本選取評定標準，評定表共分成教學、心理及藝術三個層面來說明，最後共得出50項標準供學界參考。研究者亦於文末提出了未來使用繪本於教學之研究建議。 / The main purpose of learning the language is to communicate and to use it. Therefore, language teacher concern more on how assisting the learners to use the language according to the native speaker’s habits. Research shows that ‘Picture’ can help to improve learner’s ability to understand the content while reading, which can trigger further critical thinking and ultimately mastering the ability to develop their own learning process. However, the use of picture books for teaching Chinese especially in Taiwan nowadays are limited only to the class of overseas Chinese learners, foreign spouses and their children. Hence, the main purpose of this research will be discussing on how to apply the picture book in adult Chinese language course abroad. The method of this research is based on a great amount of literature review on both teaching Chinese and English language using picture books, teaching method theory and pedagogy, second language acquisition material evaluation and criteria on selecting picture book. Afterthen through this framework, the author has planned and implemented the lesson on using picture book in language course. Besides, this research also intend to create an evaluation framework on how to select picture book in Chinese as a second language course. The result has shown using picture book in the adult Chinese language course can create more diverse classroom activates by applying different teaching materials in the class. The author has also conducted an after-class survey to understand learner’s learning condition. Overall, picture book as a class material receives a very positive feedback. Under the vocabulary restriction from the picture book, a lot of picture book is more suitable for intermediate level students only. Apart from above mentioned, this research also analyzed in total 26 picture books, and received 26 themes. The themes include friendship, growth, dream and creativity. Also this research has drawn up the framework of selecting the picture book for Chinese language learning class. This framework achieved in total 47 entries with three aspects, teaching, psychology and artistry. At the end of the research, there’s also suggestion for the further studies.

本研究的目的在探討「交互教學法」對台灣國中生英文閱讀能力與後設認知之效益，並研究國中生對此教學的回應。參與本研究的學生為82名苗栗縣某公立高中的兩班九十五學年度九年級學生，實驗組施以12週交互教學法，控制組則為傳統老師講授方式，在教學活動前後，實驗組和控制組所有學生皆施以閱讀理解測驗（採自全民英檢初級閱讀測驗）及後設認知問卷，實驗組多加施以交互教學法回饋問卷。 本研究結果摘要如下： 1. 實驗組與控制組在閱讀理解測驗表現有顯著差異，亦即，交互教學法有效地增進學生閱讀理解表現。 2. 後設認知方面，實驗組在「閱讀信心」、「閱讀困難」和「閱讀能力強的人應具備的能力」三項後設認知能力表現顯著提高，在「有效閱讀策略」與「補救策略」二項之後設認知表現亦有明顯進步。 3. 交互教學法有助於增強學生對閱讀策略的觀念和用法，大部分受試者認為「摘要」與「預測」是最實用的閱讀策略。 4. 回饋問卷顯示，大部分實驗組學生對交互教學法持正面支持態度，並表示願意將所學之閱讀策略運用在未來的英語閱讀中。 根據上述結果，本研究建議國中英語教師可運用「交互教學法」增進學生英 語閱讀能力與後設認知能力，並提升學生學習英語的興趣。同時為了讓「交互教學法」發揮最大效用，教師應考慮學生在語言學習上之個別差異，以避免學生心理上的排斥與學習上的反效果。 / This study aimed to examine the effectiveness of reciprocal teaching in promoting EFL junior high school students’ reading comprehension and metacognitive awareness. In addition, students’ responses to reciprocal teaching were probed. Participants of this study included 82 ninth-graders from two intact classes in one public senior high school in Miaoli in the fall semester of 2006. The experimental group was engaged in reciprocal teaching and the control group was instructed in the traditional teacher-centered method. The reading comprehension test of GEPT at elementary level was used as the pretest and posttest to measure the participants’ reading ability before and after the instruction. Additionally, two questionnaires were adopted: one for investigating the effects of reciprocal teaching on students’ metacognitive awareness and the other for measuring the experimental group’s attitudes towards reciprocal teaching. After twelve weeks of experiment, the main results of this study can now be summarized as follows: 1. The participants’ reading comprehension ability improved significantly after the implementation of reciprocal teaching. 2. The participants’ metacognitive awareness was significantly higher especially in the categories of students’ reading confidence, students’ perceptions of reading difficulties, and students’ perceptions of a good reader. Students’ perceptions of repair strategies and effective strategies, though no significantly different , the participants did make progress in recognition of top-down and bottom-up strategies. 3. Reciprocal teaching helped the participants build up knowledge and use the instructed strategies. The strategies viewed by the participants as the most practical ones were “summarizing” and “predicting”. 4. According to the findings from the response questionnaire, the participants’ attitudes toward and responses to reciprocal teaching may be described as being supportive and positive. In addition, most of the participants expressed their willingness to employ the instructed strategies in their future English reading. The results suggest that reciprocal teaching can be a viable approach to help improve junior high school students’ reading comprehension ability and metacognitive awareness of English reading. Besides, students’ interest in learning can be stirred up. Yet, it should be noted that when conducting reciprocal teaching, teachers need to be taken into account students’ personal difference in language learning to avoid potential rejection.

本研究旨在對於國民小學階段實施英語教學及相關問題進行學理上的尋繹與探究，並以中、韓兩國現任國民小學英語教師為對像，比較分析英語教學法與對學生評量方式之認知與使用程度、教學方法知識之來源，以作為中、韓兩國國民小學英語教學實施上的參考。 為達成研究目的，首先進行相關文獻的探討，包括外語教育之相關理論與實施方法之種類、國民小學英語教學的實施依據、理論基礎與相關研究，探討各種英語教學方法、與國民小學英語教學上所使用之評量方式的研究文獻。其次，以文獻探討為基礎，藉由問卷調查瞭解中、韓兩國現任國民小學英語教師為對像，比較分析英語教學法與對學生評量方式之認知與使用程度、教學方法知識之來源與其幫助程度。本研究依據文獻探討與問卷調查之分析結果，作成以下結論與建議： 一、結論 （一） 中、韓兩國在國民小學低年級中實施英語教學已為相當普及 （二） 中、韓兩國國民小學英語師資，在學科專業知能與教學素養之平衡發展，與良好英語教學經驗之累積方面有待加強 （三） 中、韓兩國現任國民小學英語教師，對現行國民小學英語教學實施方案之認知上，在教學方法與對學生之評量方式方面有待加強，以增進教學效能 （四） 在英語教學法之認知與使用程度方面，中華民國地區與韓國相較之下，多種英語教學法之使用程度較高，認知程度較低 （五） 教師進修等研習活動、同事間經驗的分享，及教師手冊或教學指引對國民小學英語教學上頗有幫助 （六） 在英語教學評量方式，中、韓兩國教師均多使用以聽、說為主之評量方式，少使用以讀、寫為主之評量方式，並且以讀、寫為主之評量方式年級愈低使用程度愈低 （七） 中、韓兩國國民小學英語教師，比學生之學習成果更重視學生的學習過程 二、 對中、韓兩國英語教學之建議 （一） 中、韓兩國國民小學英語教學課程綱要中，妥善擬定低年級之教學目標、教學方法與評量方式 （二） 教育當局妥善擬定短期方案以解決目前師資短缺問題，以及提昇國民小學英語教學品質 （三） 教育當局應妥善研擬長期國小英語師資培育計畫，以培養充裕且學科專業知能與教學素養良好的國民小學英語師資 （四） 教師多利用現有的教學雜誌、刊物與相關資訊網站，或成立英語教師會與利用社區大學之資源，以便獲得相關資訊和協助

本研究在探討主題式教學法對台灣國小學生英語口說溝通能力之成效以及此教學法對學生英語學習態度與動機的影響。此研究以來自雲林縣某國小五年級二個班級學生為研究對象，這兩班級隨機指派為實驗組跟對照組。實驗組實施主題式口語教學法而對照組則實施傳統口語教學法，每週均上課一次。經過12週的教學後，兩組皆進行英語口說能力測驗並施以英語學習態度與動機問卷。研究結果顯示學生受過主題式教學法學習後在口說溝通能力有顯著進步，而且其英語學習態度與動機也有正向的改變。希望本研究結果能為英語老師在教學實務上提供助益。 / The present study mainly aimed at investigating the effects of theme-based oral instruction (TBOI) on elementary school students’ oral communicative competence. Meanwhile, this paper also aimed at examining learners’ perceptions of the use of TBOI, and the changes of learners’ attitudes and motivation towards English learning after the implementation of TBOI. Two fifth-grade classes in a public elementary school in Yunlin County were randomly assigned to be the experimental group and the control group. The experimental group received TBOI, while the control group took the traditional oral instruction once a week. After the 12-week treatment, an English oral proficiency test and an English learning attitudes and motivation questionnaire were administered to examine learners’ oral communicative competence and their learning attitudes and motivation respectively. The findings showed that TBOI had helped learners gain significant progress on oral communicative competence, and that the learning attitudes and motivation towards English learning had changed positively after the treatment of TBOI. Hopefully, the findings of the study may provide English teachers with some useful pedagogical implications.

University of Macau / Faculty of Education