九年一貫課程實施初期閩南語課程多元評量研究

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題名:
九年一貫課程實施初期閩南語課程多元評量研究
著者: 陳淑娟; Chen, Shu-juian
許長謨; none; 國民教育研究所
主題: 閩南語課程; 九年一貫課程; 多元評量; Nine-year Curriculum; Taiwanese teaching
描述: 當閩南語終於受到重視而正式列入課程時，許多的教師卻由於缺乏教學的經驗，因此在閩南語教學及評量上皆遭遇了許多的困難。有鑑於此，本研究即針對九年一貫課程中，閩南語教學評量的實施狀況進行了解，並探討閩南語多元評量的內容及可行方式，最後再對研究命題提出結論及建議。本研究採用文獻分析及個案訪談並行的方式進行。將文獻資料歸納、分析後，提出閩南語教學評量的理論基礎，並依此進行閩南語多元評量內容及方式的探究；同時並訪談數位在閩南語教學有實務經驗的教師，以了解閩南語教學評量實際的施行狀況，並與理論部分相互驗證。根據研究所得提出以下結論：一、適用於閩南語教學評量的方式有紙筆測驗、口試評量、活動評量、觀察評量、學生自評、檔案評量、學習單及學習護照等八種。二、國小教師使用閩南語評量的實際概況，就曾選用的評量方式而言，以口試評量及觀察評量的人數最多；而最常使用及認為最有效果的閩南語評量方式皆為口試評量；大部分的受訪教師每學期使用於總結性評量的時間約為二至三節。三、教師在選用評量方式時，會依據評量施行的難易性、現階段課程綱要的教學重點及學生的閩南語程度而有所偏頗。四、在閩南語教學及評量上的困難（一）在教學方面，分成課程、行政、教師、學生及家長等五方面來討論。（二）在評量方面，則有評量的時間不足、口試評量的評分過程不夠客觀、學生的發音南腔北調難以判定其正確性等困難。最後根據研究結果，對教育行政單位、師資培育機構、國民小學、國小教師及未來可研究的方向，提供具體的建議。
Lots of teachers who lack of teaching experiences encounter the difficulty in teaching Taiwanese and assessment when Taiwanese is finally paid attention to and included in the course. Based upon this factor, this study aims to understand how the assessment of Taiwanese teaching proceeds in the nine-year curriculum and also probes into the content and ways of assessing Taiwanese teaching. And then the conclusion and suggestion will be provided to this proposition. This study adopts bibliography analysis and case study. After summing up and analyzing the bibliography, the basic theory for the assessment on Taiwanese teaching will be offered and be proceeded the diversified assessment and ways in Taiwanese teaching. Simultaneously, some teachers with abundant experiences in teaching Taiwanese will be interviewed and share with us how they evaluate the Taiwanese teaching and then the real situation could be verified with the theory. The conclusion based on this study is in the following,a) The better way to assess Taiwanese teaching is: paper test, oral, activity, observation, and self-evaluation of students, portfolio assessment, worksheets and learning passport.b) The real situation of using assessment in the primary Taiwanese teaching teachers, from the assessments mentioned above, the amounts of using oral and observation assessment are the most and they all agree that the most frequently used and effective way is using oral assessment. Most of the interviewee will spend two to three periods on taking a conclusive assessment every semester.c) While the teachers choosing how to assess the students, they will consider the difficulty in executing, the main focus of the fundamentals of the present curriculum, and the degree of students’ Taiwanese.d) The difficulty in teaching and assessing Taiwanese1) On the aspect of teaching, will be discussed according to the course, administration, teachers, students and parents.2) On the assessment, there are many questions to solve such as the time for assessing isn’t enough, the process in oral assessment isn’t objective enough, and the pronunciation of students’ Taiwanese verified because of their regions and is hard to tell right from wrong.At last, the result of this study hopefully will serve as a reference and available way for the educational administrations, teachers’ nurturing institution, primary schools, primary teachers and the future study
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建立日期: 2003
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5093
資源來源: NUTN IR

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九年一貫課程實施初期閩南語課程多元評量研究

陳淑娟; Chen, Shu-juian 許長謨; none; 國民教育研究所 2003

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