文化回應教學結合英語課程對國小中年級排灣族學童英語學習動機提升之行動研究

111年01月19日  

研究生 : 余恩慧

指導老師 : 鍾儀芳 博士

文化回應教學結合英語課程對國小中年級排灣族學童英語學習動機提升之行動研究

Action Research on Enhancing Paiwan Elementary Students’ English Learning Motivation through Culturally-Responsive Teaching

摘要:

本研究探討文化回應教學結合英語課程對排灣族中小學生英語學習動機的影響。在多元文化課程的基礎上，該課程旨在連接排灣學生的文化和生活體驗。它包括一個為期十週的課程和學期末在部落文化市場上展示的英語成就劇。課程主題為“石板屋文化與排灣文化英文導覽”。為了提高學生的英語學習動機，採用互動式、多元化的教學策略，尊重學生的學習差異。本研究的目的是調查以下三點：

1. 文化回應教學結合英語課程對排灣小學生英語學習動機的影響。

2. 教師不容易自行設計出與排灣族學生文化背景和生活經歷相關聯之英語教材。

3. 此課程促進了教師的專業成長。

研究對象包括八名學生的訪談反應、課堂學習情況、工作表、課程反饋、學校英語教師的觀察和訪談，以及研究者的反思札記。對收集到的數據進行歸納分析，初步得出以下結論：

1. 英語課程中的文化回應教學提高了學生的學習動機。

2. 教師不容易自行設計出與排灣族學生文化背景和生活經歷相關聯之英語教材。

3. 此課程促進了教師的專業成長。

關鍵詞：文化回應教學，石板屋，排灣族學生，英語學習動機

Abstract:

The study explores on the impact of Culturally-Responsive Teaching (CRT) combined with English curriculum on the English-learning motivation of middle-grade Paiwan elementary students. On the basis of multicultural curriculum, the course was designed to connect to Paiwan students’ culture and life experiences. It includes a ten-week class and an English-achievement drama presented at the cultural market at the end of the semester. The theme of the course is “English Guide to Stone-slab House Culture and Paiwan Culture”. With an aim to improve students’ English learning motivation, interacted and diversified teaching strategies with respect the students’ differences on learning are used. The purpose of this research is to investigate the following three points:

1. The impact of Culturally-Responsive Teaching combined with English curriculum on the English-learning motivation of middle-grade Paiwan elementary students.

2. The difficulties faced by teachers in the implementation of Culturally-Responsive Teaching combined with English courses and solution strategies.

3. The teaching reflections and professional growth of the teachers following the implementation of the course.

The qualitative data consist of eight students’ responses in interviews, learning situation in class, worksheets, feedback of the course, the observations and interviews from the English teacher in school, and the researcher’s reflective journals. After inducting and analyzing the data collected, the following preliminary findings are obtained:

1. The Culturally-Responsive Teaching in English courses improve students’ motivation for learning.

2. Teachers find it challenging to create self-designed teaching materials with contents connecting to the cultural background and life experiences of the indigenous students.

3. Teacher’s professional growth has been promoted through the courses.

Keywords: Culturally Responsive Teaching, Stone-Slab House, Paiwan students, English learning motivation