一位教育跨域者的英語教學研究敘說

The Research Narrative on English Teaching from An Education Wander

本研究旨在透過一位兼具英語教師及教育學博士生雙重身分的跨域者，述說在其修習教育理論課程及從事英語教學實務的交錯行旅中，藉由探究教育理論作為發想並將之運用於改善所面臨的英語教學困境之心路歷程。本研究之研究參與者為「森林」高中國中部A班，研究者進行行動研究期間為110年到112年，每週3節課，以一次段考為研究階段，共歷經三次研究循環。
本研究以批判理論為研究視角，藉由觀察、文件資料以及訪談以述說行動研究的研究經驗對個人所重建的課程理解視野。觀察部份包含研究者的觀察省思紀錄及批判性諍友的建議、學生課堂表現情境紀錄等；文件資料包含學生前後測量化分析、學生學習態度回饋問卷以及學生作業；訪談內容為對研究參與學生所進行的半結構性訪談。
本研究結論如下：
一、教學背景情境的觀察與分析促使英語教學研究之研究問題更聚焦。
二、在運用資源達成課程目標的歷程中發現英語教學研究面臨的問題。
三、從評鑑英語教學研究歷程中確認課程目標之成效及可修正的方向。
四、融通豐盈的理論與實務，累積澄澈的教育智慧。
最後，本研究依據研究結論提出對學校、教學及評量難易度設計、學生學習、課程規劃及未來研究之相關建議。

This research aimed to explore the process of taking courses on Education theories and teaching English in junior high school as a wan¬derer with dual identity, who is an English teacher and a PhD student. The purpose of the research is to see how the Education theory improved the Education dilemma on the wanderer’s teaching. and teacher’s profes¬sional development in English instruction.
The research participants were twenty-seven students in Class A of Forest Junior High School. The Action Research was conducted in Class A by the researcher. Each research lasted for eighteen weeks, three hours per week, including fifty-four teaching hours, totally go through three research cycles.
The research mainly based on Critical Theory. The researcher nar¬rated the influence on the researcher’s course comprehension from the experience of conducting action research in English teaching by means of observations, documentary data and interviews. Observations included reflection journals of the researcher’s instruction observations, sugges¬tions from critical friends and records of the students’behaviors in class. Documentary data included quantitative analysis of the pre-and-post test and questionnaire of the students’learning attitude. Interviews included semi-structured interview to the research participants.
The research findings and conclusions were as follows:
1. The scenario analysis helps to identify the problems and to target at the research goals.
2. Through the progress of the teaching research, the problems of English teaching research are found.
3. By means of the evaluation of the English teaching research, the effects on curriculum objectives and modifiable directions for research are confirmed.
4. Integrating the theory and the practice to accumulate the educa¬tional wisdom.
Finally, the research proposes relevant suggestions on schools, teaching and the design of the exam difficulty, student leaning models, curriculum planning and future research.