國中英語科專任教師兼任導師前後課堂結構與教學方法之比較

A Comparative Study of a Junior High School English Teacher's Lesson Structures and Teaching Methods Before and After Partaking the Homeroom Teacher's Jobs

本研究主要目的為比較國中英語科專任教師兼任導師前後的課堂結構與教學方法，以某所國中 A 老師為研究對象 · 從 2005 年 03 月到 10 月進行 35 堂課室觀察及訪談，蒐集研究相關資料並進行資料彙整與分析後，針對以下兩點研究結論，提出相關建議，以供相關單位參考。壹、國中英語科專任教師兼任導師後的課堂結構為一堂45分鐘，是由班級事務處理、教授英語與偶發品德教育構成，相較英語科專任教師兼任導師前的課堂結構，呈現教學活動不連續性現象。貳、國中英語科專任教師兼任導師後，因利用課堂時間處理班務，造成真正教學時間短縮，佐以須在既定月考時問下，完成既定月考進度的壓力”產生國中英語科專任教師兼任導師需借用其他學科課程時間（自習與綜合活動）、加緊課程節奏、以講述法進行教學，而使教師專業技能無法發揮等現象。

This study aimed to compare the English lesson stnictures and teaching methods of a junior high school English teacher before and after partaking the homeroom teacher's jobs through classroom observation and interviews. It was found that the homeroom English teacher tended into intemipt her lesson structure by dealing with her homeroom affairs. She did not have enough time to teach English because of dealing with her class affairs:therefore, the didactic instruction methods were often used in her classes. All these situations reflected that the quality of English courses was poor and her professional skills could not be performed smoothly.