創意英語教學對教師的教學績效與對學生的學習態度、學習動機及學習成就之研究

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Title:	創意英語教學對教師的教學績效與對學生的學習態度、學習動機及學習成就之研究
Other Titles:	The Research on Teacher's Teaching Performance, Students' Learning Attitude, Learning Motivation and Academic Achievement with English Creative Teaching Method
Authors:	侯俊宇 Hou, Chun-Yu
Contributors:	文化創意事業管理學系休閒產業碩士班楊政郎 Cheng-Lang Yang
Keywords:	創意英語教學;學習成就;學習動機;學習態度;教學績效 English Creative Teaching;Academic Achievement;Learning Motivation;Learning Attitude;Teaching Performance
Date:	2015
Issue Date:	2015-08-24 14:53:57 (UTC+8)
Abstract:	本研究旨在探討創意英語教學對教師的教學績效與對學生的學習態度、學習動機和學習成就之研究，根據研究目的，本研究採用問卷調查，針對嘉義縣立水上國中國一、國二學生進行問卷施測，本研究共發出449份問卷，回收436份問卷，有效回收率為97.1%. 正式問卷回收後分別以信度分析、因素分析、敘述性統計、t檢定、單因子變異數分析及迴歸分析等統計方進行資料處理，獲得以下結論。第一、國中學生偏好教師生動化的教學，而較不喜歡傳統的教學方式。第二、國中學生當自己發自內心想要認真學習，就會累積正向的能量往前邁進。第三、教師實施創意英語教學後，學生變得比較不害怕考試。第四、家長肯定教師的創意教法，也對教師有較高且正面的評價。第五、學生在學習態度上也變得比積極，做事態度也有明顯改善。第六、有參加校外英語補習的國一學生較能感受教師的教學熱誠，也較認同教師的專業素養。第七、國一學生在學習成就和學業表現上較國二學生佳。第八、未參加校外英語補習的學生比有參加校外英語補習的學生感受到更大的考試壓力。最後、男同學比女同學更能接受教師以創意的教學方式上課。　　The study aimed to implement English creative teaching method on the seventh and eighth graders in Shui-Shang Junior High School. The study explored its effect on teacher's teaching performance, students' learning attitude, learning motivation and academic achievement 449 questionnaires were issued. 436 copies of questionnaires issued were returned and the effective return ratio was 97.1%. The data was analyzed by statistical methods of reliability analysis, factor analysis, descriptive statistics, t-test, one-way ANOVA and regression analysis.The major findings are as follows: 1. Junior high school students preferred to teachers' lively way in teaching. 2. When the students felt like learning actively, they can definitely achieve themselves and reach the goal. 3. After the teachers' English creative teaching, students were not afraid of taking tests any more. 4. Students' parents gave the teachers high praise and appreciated what they taught. 5. Students became much more active in learning attitude, they also made a remarkable progress in different ways. 6. The students studying at English cram school could positively feel teachers' passion and enthusiasm. They also thought teachers were more professional. 7. The first graders did better jobs than the second graders in learning achievement and academics. 8. The students without studying at an English cram school felt more stressful when preparing for the tests than the students studying at English cram schools. 9. Creative English teaching method was adopted by boy students more than girl students.Finally, according to the findings of the study, the suggestions were proposed for the educational organizations, schools, English teachers and the further study.
Appears in Collections:	[Department of Cultural & Creative Enterprise Management] Disserations and Theses(M. A. Program in Leisure Industry)

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