建構式英語教學之研究

A Study on Constructivist English Teaching

最近技職教育的一貫課程，有關英文新課程的理念、教育目標和教學方法，皆和傳統迥然不同，課程主要精神在於重視主動建構、真正理解以及有意義的學習，可說整個課程的精神充滿著「建構主義」的色彩。建構主義強調『知識是由學習者所自行建構的，而非被動的由外界所灌輸的』，實表達了一種學習觀。在社會文化情境中習得語言，其語言學習過程實際上是社會化與認知能力成長的過程。社會建構論即重視情境因素對於個體學習的影響，Vygotsky 認為在文化背景、社會支持下，透過教師、同儕的鷹架支持，學生會漸漸有能力建構知識。有鑑於此，本研究以一個班作為建構式教學法的試教對象，以教室觀察及訪談等方式，討論建構式教學法的可行性。本研究的重點將放在建構式英語教師之教學思考與過程展現，以及探究學生的學習反應。研究結果顯示，個案教師透過佈題引導、了解學生先備知識、澄清迷思、引發思考、分組討論及練習、過程評量之分享與回饋的教學過程、使學生在學習過程能將知識內化。

Recently, comparing with the traditional English courses, the English courses of College changed a lot; they were filled with the spirit of constructivism which focused on the active learners who constructed the knowledge by themselves instead of delivering the knowledge by the teachers. Social constructivism emphasized on the factor of environmental context towards individual’s learning. Language learning, in fact, went through the process of socialization and ways of knowing. Vygotsky believed that without the scaffolding support of teachers and peers, the knowledge may not be constructed well by the learners themselves. This study employed the methods of classroom observation and interviews to one class to discuss the feasibility of constructivist English teaching. The study focused on the teaching thoughts of the case teacher, on the process of teaching design, and on the response of students’ learning. The result of this study reflected that the case teacher leaded students’ learning and made the knowledge internalized through the question leading, the understanding of students’ previous knowledge, the clarification of misconceptions, the leading of thinking, group discussion and practice, and the sharing and feedback of learning process evaluation.