遠距教學與遠距中輟：臺灣國高中英語實體課程轉線上教學挑戰與因應策略

Distance Learning vs. Distance Dropouts in the Taiwanese Secondary Education: Challenges Associated with Sudden Transition to Online English Course and Teachers’ Response Strategies

新冠肺炎使各級學校於2021年5月間全面改採遠距教學，在猝不及防下，親師生共同面對前所未有的挑戰。本文訪談10名英文科教師回顧所面臨的教學挑戰與班級經營問題，除了解其自身觀察與因應策略外，期能為未來遠距教學應變措施作為參考。受訪教師認為遠距教學促使教師廣泛運用網路資源與科技融入教學，但仍不足用以取代自身現場觀察學生實際學習狀況的困擾；另外，線上教學也使分組合作學習較難進行，線上評量測驗公平性也待商榷。班級經營部分，遠距中輟的情況可能加深班級內部既有之雙峰落差現象，目前仍無相關法規約束，須仰賴各校內部處理機制。受訪者認為遠距教學的成功與否，家庭教養與監督功能為重要角色，教師無法於第一時間介入，而逐漸走向思維學派中互動、非干涉主義之管理策略。遠距語言教學需要營造沉浸式的線上語言互動環境，學生主動參與線上活動；家長也需督促學生學習。

During the peak of the Covid-19 pandemic in May 2021 in Taiwan, schools had no choice but transform to provide online courses. Teachers, students and parents were faced unprecedented challenges. This study interviewed ten secondary English teachers to shed light on the difficulties they encountered during lockdown and how they reacted to the difficulties when teaching online. This study suggested several effective coping strategies drawn from their experiences. The interviewees thought that most teachers tended to adopt state-of-the-art resources and technologies, but they still failed to overcome the challenges of distance learning. The lack of close observation on learning progress and the struggle of implementing co-operative activities in the virtual environment were the difficulties emphasized by interviewees. Besides, the fairness of online examinations was doubtful. In terms of classroom management, ‘distance dropouts’ fall further behind their peers and it further widens gaps in learning. Without effective solutions to tackle these issues, the supervision of the caregivers for home education plays a key role in the quality of distance education. With regards to the pandemic’s impact on teaching strategies, an intervention teacher may learn to adopt a more interaction or non-intervention classroom management style. Schools, teachers, students, and parents should work together for better distance language learning experience.