本研究主要是以級任老師的觀點來對國小一年級實施英語教學進行探討，涉及問題包括：國小英語政策、國小一年級英語教學現況、困擾，以及級任老師輔助學童英語學習的可行性與優勢，並提供相關建議。本研究以文獻分析法，輔以研究者教學現場的參與觀察方式進行資料蒐集與分析探討。本研究歸納出以下六點結論：一、英語政策缺乏整體規劃，教育經費不足與資源分配不均，使得城鄉差距、縣市差異、英語雙峰現象加劇。二、英語師資明顯不足，不合格師資比例偏高，使得英語授課節數無法增加，降低學童學習機會，影響學習成效。三、英語教材版本過多且紊亂難以選擇，且因經費不足，使得設備無法購買維修、資源難以提升。四、字母拼讀法不受重視，缺乏輔助教材。五、英語定期成績評量，增加一年級學童的壓力與挫折。六、級任老師輔助學童英語學習的優勢多於限制。 最後，研究者根據上述的結論，提出對行政單位，包括政府層級與學校層級的建議，以及英語老師和級任老師在教學現場的建議。同時希望後續對於此類英語教學之教育學術研究時，能加深研究的廣度與深度，期能讓未來國小一年級實施正式的英語教學可以更加進步。 This study focuses on the implementation of the English-Learning education for the first graders of elementary schools in Taiwan：from the homeroom teacher's perspectives. The issues involved in the study include the critical review of government’s English-Learning policy for elementary schools, and the current situation and problems of English Teaching for the first graders of elementary schools. Besides, the feasibility and advantages of which the homeroom teachers assist their students in learning English. At the same time, this study provides also some suggestions for further research.. The chief research method used in this study is Documentary Analysis, supplemented by the participant observation by the author. Six conclusions are summarized as below.1. Government is lack of an overall planning of English-Teaching education policy for the elementary schools. Inadequate funding for such education and the unequal distribution of resources make the urban-rural gap and the bimodal phenomenon of English language ability exacerbate.2. The numbers of English teachers is obviously inadequate. Due to the high proportion of unqualified English teachers are adopted in the real teaching situation, the number of English courses cannot increase in most schools. That may reduce the learning opportunities and effect of pupils. 3. English-Learning textbooks are often so excessive and disordered that makes it difficult for English teachers to choose the adequate materials for pupils. And due to lacking for funds, the teaching-aids devices are unable to be purchased and maintained. The allocated resources are difficult to be increased by individual schools themselves. 4. English phonics learning is neglected and lack of teaching aids.5. The Regularly Grading for English courses increases pressure and brings frustrations for for the first graders in elementary schools.6. The advantages that homeroom teachers assist their pupils in learning English are more than expected. Finally according to the above conclusions, the author also puts forth some proposals for the relevant authorities including government and schools, as well as the proposal for the English teacher and homeroom teacher in the teaching field. It is hoped that the implementation of English teaching policy when it is executed formally in the future can make more progression.
