學生對學習者為中心教學法應用在影片教學上之看法

Student Perceptions of the Learner-centered Approach in Film-based Instruction

對於長期以來習慣於由老師主導課程設計、教學活動、及評量的台灣學生而言，在英語學習的教室裡，採用以「學習者為中心」教學法的可行性及適用性，受到相當大的質疑。質疑的原因部份來自不熟悉此教學法之運用原則及策略，特別是運用於一班人數超過六十人的大班教室裡。此研究想探討：從學生之觀點，對於「學習者為中心」教學法最種要原則之一，即師生之間以合作與協商式的課程設計，是否可行？是否適用？此研究將提供以學習者為中心，配合上影片教學法的背景及理論基礎，以及課堂上與課外師生間如何透過合作與磋商的程式及活動內容。研究工具包括問卷、面談、與老師的觀察，以確認學生看法的改變。並從質與量的資料分析獲得研究的結果發現與意義，最後提供一些以「學習者為中心」的教學法之原則與建議。

The adoption of the learner-centered approach in the Taiwanese EFLclassroom created hesitation about the feasibility and applicability of involvingstudents who have long been used to a teacher-directed curriculum in theselection of materials, design of activities, and assessment. Doubts arouse,partly from the unfamiliarity with the practice and strategies of this approach,especially when applied to a large class setting of over 60 students. Thisresearch examined if one of the most significant principles of the learner-centeredapproach—the cooperative and negotiating interaction between teacher andstudents in designing curriculum—was feasible and applicable based on students’perceptions. The rationale for the adoption of a learner-centered approach withfilms was offered, including detailed procedures and activities throughteacher-student cooperation and negotiation both in and outside the classroom fora semester. To verify the change of students’ perceptions of the practice of thelearner-centered approach, pre- and post-treatment questionnaire surveys,interviews, and observation were implemented. Findings and implications weredrawn from analyzing the results of both qualitative and quantitative data. Thispaper concluded with guidelines and suggestions on the use of motivational andlearner-centered approach in the EFL classroom.