Dissertations / Theses: 'Junior High School English Curriculum'

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Sheu, Ping-Huang. "Extensive reading as a breakthrough in a traditional EFL curriculum : experimental research in junior high schools in Taiwan." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/2500/.

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The main focus of this research was to examine the effects of extensive reading on junior high school students' language proficiency and learning attitude development, compared with those who received the current reading IR (grammar/translation-based) instruction. The potential of graded readers and books for native English speaking children in English learning was also investigated. The research aimed at finding evidence to support the adoption of extensive reading in the school syllabus in Taiwan, and to raise the awareness of educational authorities about the desirability of adopting ER in the school curriculum. The results of the study consistently showed that extensive reading is more effective on improving all the variables mentioned than the current IR instruction. While the positive outcomes stand in line with the results of previous studies, this study also gave insight into the use of the materials, the amount of reading time and accompanying activities. The findings indicated significantly the strength of the graded readers (GR) approach on students' language learning in all circumstances. The effects of reading books for native EngRsh speaking children (BNESC) proved positive only when the amount of time per week given to ER was doubled. Moreover, the results appeared to be contrary to the widely held belief that reading interesting books is alone sufficient to improve student attitudes. In fact, with this level and type of learners, without accompanying activities ER appeared to take away their enthusiasm. Once collaborative activities were introduced, ER showed great potential for improving language, proficiency, reading ability and attitudes toward reading. The findings demonstrate the potential of ER for improving students' language proficiency and learning attitudes. Thus, they provide support for integrating ER into the English curriculum for improving current learning and teaching approaches. Moreover, the findings indicate the desirability of investing in ER as paving the way for students' long-term development. Implications of this study can be deduced in several aspects: the adoption of ER, the need of book provision, the need of reading strategy training, the use of authentic reading materials, the amount of reading time and the use of accompanying activities.

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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.

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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.

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Casteloes, Sylvia. "GRAPHIC MATHEMATICAL MEDIATED STRUCTURE: THE LINK FOR HISPANIC/LATINO AND ENGLISH LEARNERS' MATHEMATICAL SUCCESS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/760.

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This project’s goal is to promote and improve the mathematical literacy of fourth-grade Hispanic/Latino and English learners through the use of a graphic mathematical mediated structure. Current California Common Core data finds fourth-grade Hispanic/Latino and English learners significantly behind White and Asian students in mathematics, especially in understanding written word problems. Research supports the assumption that as a tool, a graphic mathematical mediated structure could: 1) foster conceptual understanding; 2) build content terminology; 3) allow students opportunities to justify their solutions; 4) integrate writing in math; and 5) provide a platform for discourse. This innovative pedagogical project specifically focused on how fourth-grade Hispanic/Latino and English learners could navigate through a graphic math organizer in order to understand how to add and subtract fractions in word problems. The work presents six teacher models of graphic mathematical mediated structures. Each model provides a fourth-grade word problem related to fractions. Respectively, teacher and student templates, lists of content vocabulary, and suggestions to teach each problem-solving exercise using the graphic mathematical mediated structures that were created and developed are included. Struggling Hispanic/Latino and English learners’ need a pedagogical structure and process to succeed in solving math word problems. Hence, the need for a graphic mathematical mediated structure to diminish the groups’ prevalent mathematical achievement gap and to increase their achievement in mathematics.

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Adamson, Robert Damian. "English in China : the junior secondary school curriculum 1949-94 /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264719.

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Larsson, Pernilla. "Characteristics of Junior High School Students’ : Writing in English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169433.

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The present paper focuses on the measuring of syntactic maturity in written production among Swedish high school students. One way of doing such an analysis is by studying the students’ use of subordinate clauses. Johansson & Geisler (2011) have shown that students’ increased use of subordination in the form of relative clauses, adverbial and nominal clauses is a reliable indicator of syntactic progression. When analyzing the essays written by junior high school students, I found that the Subordinate Clause Index was a safe indicator when measuring linguistic complexity. The students’ abilities to lengthen clauses through the use of premodifiers was limited. Besides these tools of measuring syntactic maturity, I have studied how the students construct and coordinate clauses and sentences. I found the tendency among the students to treat dependent clauses as if they were independent, and a frequent use of coordinating conjunctions and commas to connect independent clauses.

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Sims, Patricia. "Basic Robotics Curriculum: An Introductionary Unit for Junior High School Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/52.

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The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.

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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Shirley, Lindsey Marie Litchfield. "Leadership integrated curriculum for junior high school family and consumer sciences students." [Ames, Iowa : Iowa State University], 2007.

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Chen, Kuan-lin, and 陳冠霖. "Investigating Junior and Senior High School English Teachers’ Perception toward the English Curriculum Guidelines." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/94849384896818043702.

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碩士 國立彰化師範大學 兒童英語研究所 98 The study aims to investigate the junior and senior high school English teachers’ perception toward the English curriculum guidelines by means of qualitative interview method. The goal of Grade 1-9 English curriculum and General Senior High School Temporary English Curriculum both stress on the connection with each other. In order to achieve curriculum articulation, teachers are considered to play an important role on the implementation of curriculum. Schubert (1986) states that “teachers are the curriculum” (p.157) since they are the key roles to instruct students and design activities according to their perception of curriculum guidelines. In other words, teacher’s perception plays an important role on the success of curriculum implementation and curriculum articulation. Due to that, the study intends to explore both teachers’ perception toward the English curriculum guidelines and then further to examine the curriculum implementation and articulation situation. Sixteen certified junior and senior high school English teachers participated in this study. In the data collection procedure, the interviews were the main resource of the research data. The interview questions were developed by the researcher based on the reviewed literature. All the interviews were recorded and then transcribed verbatim for future analysis and comparison. There were five major findings in the current study. First, the result of the interview protocols showed that most of the junior and senior high school teachers had little understanding toward the curriculum guidelines. Second, most of the junior and senior high school teachers perceived that, after the implementation of curriculum guidelines, listening abilities were more emphasized than before and the teaching materials were also much more diversified. Third, in the selection of the teaching materials, most of the junior and senior high school teachers would refer the standard in the curriculum guidelines as the reference for selection. Fourth, most of the junior and senior high school teachers believed that CLT had a good intention. However, their implementation of CLT was influenced under limited class hour, test orientation, the phenomenon of bimodal distribution, and low proficiency of speaking. Fifth, though multiple-assessment was considered to have positive effect, most of the junior and senior high school teachers would still adopt traditional paper and pencil test as the teaching assessment under limited class hour, test-orientation and the subjectivity of grades. Based on the findings of the study, it is suggested that the educational authorities should pay more attention to the curriculum disconnection in order to appropriately adjust and modify the gap to achieve curriculum articulation. In addition, it is hoped that the current study could bring an insight into the curriculum implementation situation of junior and senior high schools for English teachers and educational authorities.

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Hung, Li-chien, and 洪儷倩. "Grammatical Structure Recycling in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/7732ee.

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碩士 國立臺灣師範大學 英語學系 96 ABSTRACT This study aims to investigate the recycling of structures in the junior high school English textbooks and to provide pedagogical suggestions for textbook writers and language teachers. First, a questionnaire designed based on the “List of Suggested Grammar and Sentence Structures” appended to the Curriculum Guidelines was used as an instrument to investigate thirty English teachers’ perceptions regarding the troublesome structures for their students. Further, an in-depth content and quantitative analysis was conducted to investigate the recycling presentation of the five major troublesome structures for students in the textbooks, including (1) recycling distribution, (2) recycling frequency, (3) recycling rate, (4) spiral presentation, and (5) degree of contextualization for recycling. The textbooks being examined are from five publishers, including Longman, Joy, Kang-Hsuan, Nan-i, and Hess. The five troublesome structures for junior high school students included present perfect, relative clause, passive voice, past perfect, wh-clause, and present/past participle as adjective. As past perfect is not targeted in all textbooks, it was excluded in the study; the rest of the five structures were the target structures in this study. Owing to the difficulty of these structures, it was supposed that adequate recycling should be provided in the textbooks. The recycling of the five structures was then examined after they are first taught. The results of analysis can be summarized as follows. First, the distribution of recycled structures falls mostly in two kinds of lessons: lessons that provide spiral learning for the target structure, and review or recycle lessons that aim to review the structures. Second, the overall recycling frequencies of structures in textbooks from high to low are: Present perfect > Relative clause > Passive voice > Wh-clause > Present/Past participle as adjective. This order matches with teachers’ perceptions of the level of difficulty these structures are. This indicates that textbooks do emphasize more on the structures that are regarded by teachers to be troublesome. Third, the extent target structures are recycled in textbooks is as follows: Textbook K > Textbook N > Textbook L > Textbook J > Textbook H. Averagely, Textbook K, Textbook N, and Textbook L normally provide more recycling of target structures for learners compared to Textbook J and Textbook H. However, if considering the quality of recycling in the textbooks, Textbook N performs the best among all, for it provides at least a threshold of five exposures to a target structure in most lessons. Although Textbook K has the highest recycling rate, it does not show similar high quality of recycling. Fourth, Textbook L, Textbook K, and Textbook N tend to provide spiral learning for the structures, facilitating the recycling of the structures for students. With the spiral lesson, more recycling of the structures is provided. Fifth, the proportions for recycling structures in passages/dialogues in textbooks range between 30% and 55%. Although Textbook N and Textbook J tend to present the recycled structures in passages or dialogues, the percentages are only around 50%, showing the inadequacies of textbooks for presenting structures in large contexts, like passages and dialogues. Overall, based on the research findings, some pedagogical implications are provided in the study for textbook writers and language teachers.

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Lin, Shu-Chuan, and 林淑娟. "A Study of Heuristic Evaluation of E-textbook for Junior High School English Curriculum." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/25777430616325420968.

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碩士 淡江大學 教育科技學系碩士在職專班 102 Time changes and technology advances, teaching methods, contents and medias reach a wider variety and diversity. From using a single paper, teaching has evolved to combine with digital electronic medias, such as computer, network, electronic whiteboard, electronic textbooks, etc. It is obvious that teaching methods have become diversified. This is the future trends in the teaching field. First, the researcher collates the initial usability principles and detail indicators through literature review. Then, the researcher sets “ junior high school English e-textbook heuristic evaluation scale,” and invites six experts to conduct the heuristic evaluation. The researcher then interviews these experts to know more about the experts’ opinions of the usability principles of junior high school English e-textbook. The heuristic evaluation scale involves eight principles and forty-seven indicators in all. The eight usability principles are as follows: (1)Visibility of System Status, (2)User Control and Freedom, (3)Match between System and the Real World, (4)Help Users Recognize, Diagnose, and Recover from Errors, (5)Recognition Rather than Recall, (6)Help and Documentation, (7)Skills, and (8)Pleasurable and Respectful Interaction with the User. In the process, the researcher revised the indicator contents through expert validity questionnaires, and invites another six experts with related experience to conduct the heuristic evaluation. We propose amendments in accordance with the evaluation results. This study provides reference basis for developing or revising junior high school English e-textbook. Based on the research results, this report provides suggestions for teachers’ professional development and serves as references of future development of e-textbooks from publishers and the government''s Ministry of Education.

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何美宜. "The Study of the Junior High School Resource Room Teachers’ Curriculum Adaptation in English." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/43176010854797963182.

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碩士 國立彰化師範大學 特殊教育學系所 101 The purpose of this study was to investigate how resource room teachers in the central region perceived the importance and their implementation of English curriculum adaptation. All the resource room teachers were recruited from middle schools in Taichung City, Nantou County,and Changhua County. 110 teachers participated in this study. A self-developed questionnaire was used for data collection, and the data were analyzed using descriptive statistics. There were several major findings in this study: (a) teachers placed high value on the importance of curriculum adaptations in all the four areas(content, process, setting, and assessment); (b) adaptations regarding content, process , and learning settings were frequently implemented, with less implementation in assessment accommodations; (c) there were slice discrepancies between the importance and implementation ratings regarding adaptations in process, setting and assessment; and (d) teachers with different training backgrounds had some differences on their importance and implementation ratings, and teachers with less than 10-year teaching experiences had higher rating scores than those with more teaching experiences did. Based on the findings, implications for future practice and research were further discussed.

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Hsueh, Keng-Hsin, and 薛耕欣. "Readability Analysis and Curriculum Coherence of Readings between Junior High School and Senior High School English Textbooks in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/09928537479786913012.

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碩士 國立臺中教育大學 教育學系課程與教學碩士班 100 The purpose of this study was to analyze the readability and the curriculum coherence of the readings in English textbooks between junior high school and senior high school in Taiwan. The targeted textbooks were junior high school English textbooks and senior high English textbooks. Junior high English textbooks were published by three publishers, which were Jia-yin, Nan-yi, and Kang-xuan. As for senior high English textbooks, four publishers, which were San-ming, Nan-yi, Far-east, and Long-teng, were collected as the corpora of this study. The readability of each reading was analyzed by using SMOG readability formula. The main findings were as follows: 1. The distribution of the readability of readings in junior high school English textbooks fell within a particular interval. 2. Lower readability or higher readability among readings in junior high school English textbooks were resulted in reading styles and topics. 3. As for the arrangement of the readings, Jia-yin, Nan-yi, and Kang-xuan version were compiled in a progressive way from the fifth volume to the sixth volume. 4. The readability of readings in Jia-yin version, Nan-yi version, and Kang-xuan version was at the same reading level of the ninth grade. 5. The differences among the distribution of the readability of readings in senior high school English textbooks were the largest. 6. Lower readability among readings in senior high English textbooks were resulted in reading styles and sentence patterns. Higher readability among readings in senior high English textbooks were resulted in reading topics and the repetition of polysyllabic words. 7. San-min and Long-teng version show the most appropriate trend in senior high English textbooks: readability levels are progressively distributed from easy to difficult. 8. The readability of readings in Long-teng version was the highest while that in Far-east version was the lowest. 9. The curriculum coherence of reading passages in English textbooks between junior high school and senior high school with different versions was good. 10. In terms of the differences of the readability of the readings in English textbooks between junior high school and senior high school with different versions, the lowest difference could be found between Jia-yin version and Far-east version. In addition, the highest difference could also be found between Kang-xuan version and Long-teng version. According to the above findings, some suggestions were offered for the editors of English textbooks, high school English teachers, and the references for future studies.

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Li-yin, Chang. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200716504090.

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林婕婷. "A study of Cooperative Learning Curriculum of Developement of Junior High School Students' English Writing." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/57107627095476612545.

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碩士 國立花蓮教育大學 課程與教學研究所 97 This researcher adopted systematic design of instruction from Dick and Carey’s theory to design seventh-grade courses of Lesson One and Lesson Two in English textbook II. According to STAD, an English sentence writing scheme was developed on basis of the model of cooperative leaning. The thesis attempted to investigate how the writing mythology influenced the interest of junior high school students. During the research, the researcher gave 100 students pretests, posttests, and writing worksheets in each class. The researcher also used auxiliary methods such as interviewing the students and course evaluation to collect information. In addition, students of experiment group and control group filled in the Writing Interest Questionnaire of Making English Sentences before and after the experiment. T-test, One-way Anova, and Ancova were used to analyze the quantitative data. The research findings were as follows: 1.Dick and Carey’s systematic design of instruction model guided the educator to set up clear teaching goals and helped the learners to catch the points of each lesson. 2.There is significant difference between the pretest and posttest of Writing Interest Questionnaire of Making English Sentences in experiment group to indicate that the designed courses enhanced students’ interest in making English sentences. 3.The result of the posttest of the questionnaire was better than that of the pretest in four aspects- “writing consciousness”, “writing skills”, “writing preference”, and “learning attitudes”. 4.The result of Writing Interest Questionnaire of Making English Sentences revealed that the experiment group demonstrated significantly better performance than the control group. Overall, the STAD writing curriculum developed under Dick and Carey’s theory of systematic design of instruction promoted seventh-grade students’ interest in making English sentences, and suggestions based on the findings were provided for further research.

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Chang, Li-yin, and 張麗滎. "Evaluation of Grammar Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/45892011269856331891.

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碩士 國立臺灣師範大學 英語學系 94 The present study is aimed at investigating grammar activities in junior high school English textbooks in the Nine-year Integrated Curriculum (NIC). The issues explored in this study include the proportion of grammar activities, the explicitness and communicativeness of grammar activity presentation, and the coverage and sequencing of grammar points. The comparison of the issues mentioned above among the target textbooks can provide a reference for textbook evaluation, selection, and compilation. Furthermore, detailed information about grammar activities in this study can be a referential source for teachers in grammar teaching. With the development of the open market and NIC policy, textbooks are now designed by individual private publishers and need to be approved by the National Institute for Compilation and Translation. Individual publishers may have different ways of writing textbooks. When they design the textbooks considering useful topics and communicative functions, what are the sequencing and coverage of grammar points in the textbooks? What is the extent of the explicitness and communicativeness of grammar activity presentation? Are there differences and congruence in these aspects among these commercial textbooks? These are the issues concerning teachers when they make textbook selections and consider grammar teaching. The textbooks evaluated in this study are the standard versions of five approved commercial textbooks (L, N, J, H, K) from Volumes 1 to 6. Four raters participated in the process of rating including the researcher herself and her three colleagues. These teachers are all experienced teachers; three of them are members of the Compulsory Education Advisory Group of Hsinchu Municipal Department of Education and one is also a seed teacher for the nine-year elementary education program hosted by the Ministry of Education (MOE). The raters first built up a consensus on the criteria for the classification of grammar activities using a rating system. Then the formal rating was conducted by the researcher and one other rater on the basis of these criteria and some scholars’ classifications. The inter-rater reliability was calculated to see if it reached an acceptable level. The target items for rating were the definition and proportion of grammar activity, the explicitness of grammar presentation (overt and covert), and communicativeness of grammar activity (mechanical, meaningful, and communicative). Additionally, the sequencing and coverage of grammar points were also explored. For comparison, the researcher adopted the MOE textbook as a referential baseline to see the differences and congruence among these target textbooks. Furthermore, a comparison among the MOE textbook and other textbooks was also conducted to see differences in grammar activities in textbooks after the implementation of NIC. The major findings of this study are as follows: 1. On the whole, the proportions of grammar activities in these commercial textbooks are reduced in comparison to the MOE textbook. Textbook H has the greatest proportion, higher than 50%, and is greater than the MOE textbook. Textbook N has the smallest proportion. 2. In terms of explicitness of grammar activities, these textbooks all have over 60% of grammar activities adopting explicit methods of grammar teaching, namely, grammatical explanation and example elucidating. On the whole, the proportions of explicit grammar activities in these commercial textbooks are smaller than in the MOE textbook. Textbook J has the largest proportion and it is larger than in the MOE textbook. Textbook L has the smallest proportion of explicit grammar activities. 3. In terms of the communicativeness of grammar activities, the grammar activities in these commercial textbooks are mainly meaningful activities. The proportions of these meaningful activities are all greater than in the MOE textbook. These textbooks all have smaller proportions of mechanical activities than the MOE textbook. As for the proportion of communicative activities, Textbooks L, N, and H have greater proportions than the MOE textbook. Textbook J has a smaller proportion than the MOE textbook. Textbook K has a similar proportion to the MOE textbook. 4. In the aspect of grammar sequencing, Textbooks N and K are the most similar to the MOE textbook. Textbooks L and J are the most different from the MOE textbook. 5. In respect of coverage of grammatical items, Textbook J covers the most grammatical items in grammar activities. Textbook H covers the fewest. The present study only deals with the grammatical items presented in complete grammar activities. As for what are introduced as sentence structures for recognition or vocabulary/ phrases in dialogues and readings, the present study does not include them in the calculation. Among 141 different grammar points presented in the grammar activities of these textbooks, 58.85% of them are covered in more than four textbooks. The findings regarding grammar proportion, explicitness and communicativeness of grammar activity in this study can serve as a reference for teachers to design suitable methods that meet students’ needs and levels. The findings regarding grammar sequencing and coverage can further provide a referential base for teachers and schools in textbook selection. It is hoped that they can all select one suitable set of textbooks for students and make adaptations according to students’ needs and levels.

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Pan, Pei-hsuan, and 潘姵璇. "Evaluation of Learning Activities in Junior High School English Textbooks for Nine-year Integrated Curriculum." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/17791047425474919882.

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碩士 國立臺灣師範大學 英語研究所 93 The present study aims to investigate the language learning activities in five sets of junior high school English textbooks published by commercial publishers, H, J, K, L, and N. Each set of textbook, published between 2002 and 2004, includes four volumes, from Book One to Book Four. They were designed for the first year of Nine-year Integrated Curriculum in Taiwan. Since the Nine-year Integrated Curriculum began, it has always been emphasized that teaching materials should be communicative. The purpose of this study is to explore if the language learning activities in these textbooks follow the Curriculum Guidelines in this regard. One primary focus of the study is to investigate the extent of communicativeness of the language learning activities in textbooks. The classification adopts Dubin and Olshtain’s (1986) scale of communicativeness for evaluating learning activities. Activities are categorized into 7 types, levels 1 to 7, ranging from the most communicative activities to the least communicative ones. The second focus of this study is to examine the percentage of different language skills in the language learning activities. It is aimed at assessing whether or not the four language skills get balanced in activities. Besides, whether the four skills are integrated with one another is also examined in this study. The results reveal that the language learning activities in the junior high school textbooks mainly fall into the categories of 4, 5, and 6. Among the five sets of textbooks, Textbook L has the most communicative activities. With regard to the percentages of four language skills in activities, Textbooks, H, J, K, and N are found to have put a lot of emphasis on listening and speaking, and not many of their activities actually engage students in writing. In contrast, Textbook L conforms to the Curriculum Guidelines in balanced emphasis on four language skills. As for integration of different skills, each series of textbook has more activities with integrated skills than those with individual ones. 61.2% of activities in five textbook series integrate more than one skill. Textbook K has the most activities with an integration of 2 skills, while Textbook L has the most activities integrating 3 skills. It is suggested that future textbook writers improve the communicativeness of activities, and equalize the proportions of listening, speaking, reading, and writing in activities. It is also suggested that similar investigations be conducted with the new forthcoming textbooks.

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Wang, Tzu-Yin, and 王姿尹. "Developing Criteria for the Evaluation of Junior High School English Textbooks of Grade 1-9 Curriculum." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06419736446299457839.

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Huang, Li-Hung, and 黃麗紅. "An Action Research Of English Curriculum Integration Of E-picture Books In A Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/33195455805672133012.

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碩士 國立中正大學 教育學研究所 100 The researcher used the E-picture books as teaching materials and adopted many strategies to guide the seventh graders to read. Then the researcher investigated the impact of students' reading and attitude towards English learning of E-picture Books. The research findings were analysed from the data collection, such as field note of observation, the teacher's reflection diary, students’ feedback and questionnaires, as well as the results of reading comprehension questions, and monthly exam results. Based on these findings, the researcher proposed some recommendations both for herself and those researchers who would like to do further studies. The results of this study were summarized as following: 1. The teachers could combine with the topics of teaching materials in schools and students' life experiences in order to effectively do curriculum planning by using E-picture books. And the teachers could s appropriate teaching goals and follow the procedure so as to enhance the possibilities of English curriculum integration of E-picture books for junior high school students. 2. The teacher could effectively use reading strategies, group discussions, and extension activities to create pleasant learning atmosphere and enhance the qualities of teaching. 3. In this study, the teacher as research faced lots of difficulties in curriculum design and implementation. Through the teacher’s continuous reflection and revision, the problems could still be solved gradually. 4. The English Curriculum Integration of E-picture books not only helped the learners better understand teaching materials, but also improved atmosphere of learning environment and attitudes towards learning . 5. During the process of action research, the researcher had many opportunities to share their ideas with other colleagues, and to promote the researcher's professional development.

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Chiou, Hung Yen, and 邱鴻燕. "A Case Study on Innovative English Curriculum Implementation in the junior high schools." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/31685212318053758688.

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碩士 國立臺灣師範大學 教育研究所 88 The study was carried out in a private junior high school which implements an innovative English curriculum. And the main purposes of this study are listed below. 1. To inquire the operating process of an innovative English curriculum in a junior high school in Taiwan. 2. To analyze the problems and difficulties of implementing an innovative English curriculum. 3. To explore the possibility and approaches of implementation of innovative English curricula in Taiwan. The research employed qualitative research method. The researcher entered the natural work setting of the junior high school. Through the literature review, document analysis, observation and interviewing, several conclusions result from the findings and discussions of this study. These can be illustrated in four aspects: curriculum design, implementation strategies, teaching and learning, and the problems of curriculum implementation. Finally, according to the conclusions, this study recommends some suggestions for curriculum implementation, English teaching, and the topics of further research.

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Wang, Mei-huei, and 王美惠. "The Comparison of English Curriculum Syllabuses and Textbooks in Junior High School Phase Between Taiwan and China." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/vmjpcc.

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碩士 國立臺灣師範大學 課程與教學研究所 105 The purpose of this study was to compare and analyze the similarities and differences of the junior high school’s English curriculum syllabuses and textbooks between Taiwan and China. This research mainly adopts Content Analysis Method. The results are concluded as follows: 1. Syllabuses （1）The basic idea of the cross-strait syllabuses is just different in statement, but similar emphasizing the student-centered and equally focus on listening, speaking, reading, and writing skills. （2）There are main courses in both Taiwan and China. Taiwan lists the generalized objective, while China makes a general statement first, then list the main goal of each learning phase. （3）The contents in listening indicator is similar. China states native speaker’s intonation, self-correct ability in speaking indicator. China states words capacity for extracurricular in reading indicator. Taiwan states translating ability in writing indicator. （4）There are topic designation and types of literature lists in Taiwan Syllabuses, but China has only topic designation list. 2. Textbook （1）Language skills: Taiwan emphasizes reading skill in exercises designing, while China emphasizes reading-writing skill. The exercise designing contains more skills in China than in Taiwan. （2）Topic designation: “Letter-phone-network” and “the relationship between personal and friends” are ranked on the top 3 topic designation on both Taiwan and China, while lacking “sex-equal” and “human rights” topic designation. （3）Types of literature: “conversation” and “report and reading” are the two major types on both Taiwan and China. The types of literature provided in textbooks of Taiwan are more abundant than that of China. 3. The transforming status between syllabuses and textbooks: The cross-strait textbooks can generally transform the statement of indicates through various exercises, topic designation and types of literature on their own syllabuses. According to the research results above, the researcher mentions several suggestions for the reference of related English education units and personnel revising the English curriculum syllabuses of junior high school phase, editing textbooks or doing future research.

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Huang, Szu-chieh, and 黃思潔. "An Evaluation of Speaking Activities in Junior High School English Textbooks for the Nine-year Integrated Curriculum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/72920121432544905294.

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碩士 國立政治大學 英國語文學研究所 98 In the language classroom, textbooks are the primary resources which teachers and students rely on, so the content and the activity design would have direct influence on how the teaching/learning process proceeding. The present study analyzes speaking activities in two sets of English textbooks, trying to evaluate how they design the speaking activities and what similarities and differences are found between these two sets. These speaking activities are investigated from the perspectives of activity types, pre-communicative and communicative activities, and communicativeness, and then are discussed and evaluated based on the Nine-year Integrated Curriculum Guidelines. According to the results, it is found that both two sets of textbooks apply similar types of speaking activities, where pronunciation, drills, and dialogue are used most. Moreover, most of these activities are pre-communicative and fall into Category 4 (new information being transferred) and Category 6 (no information being processed). Overall, the design of speaking activities is not communicative enough. Although both sets try to provide more opportunities for students’ verbal practice, the proportion is not high, and meaningful contexts are usually ignored. Furthermore, the structural method is emphasized, using repetition and memorization as main techniques for language teaching and learning. Finally, with regard to the Nine-year Integrated Curriculum Guidelines, it seems that activities in the textbooks are not closely in compliance with the guidelines for the large proportion of less communicative activities. Also, definitions of each guideline are not precise or clear enough, and this situation results in influences on how textbook writers realize and interpret these guidelines, and how they design the activities.

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Tsai, Pin-Ju, and 蔡濱如. "A Study on Strategies for the Pedagogical Transformation of Curriculum in English Teaching in Junior High School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/94114860504064066355.

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碩士 國立臺灣師範大學 教育學系 93 The purpose of this study was to explore the strategies for the pedagogical transformation of curriculum. Based on the review of literature, it reveals that the pedagogical transformation of curriculum includes the transformation from the formal curriculum to the teacher perceived curriculum, then to the teacher operational curriculum, and the thought of the reflective practitioner is the core spirit of the pedagogical transformation of curriculum. In addition, the pedagogical reasoning is the fundamental approach to the pedagogical transformation of curriculum. This case study tried to explore a junior high school English teacher’s pedagogical transformation of curriculum from the teacher’s understanding and interpretation of the curriculum, teaching preparation, actual pedagogical practice, and teaching reflection. The methods applied for data collection includes classroom observation, in-depth interview and teacher’s own narration of teaching preparation. Based on the study, research findings are as follows: 1. The pedagogical transformation of curriculum is an on-going reciprocal dialectic cycle among teacher’s understanding, interpretation, thinking and action. 2. Textbooks, teachers, students and surroundings could be the sources for the pedagogical transformation of curriculum. 3. Teachers, students, teaching materials and surroundings had great influences on the pedagogical transformation of curriculum. 4. Making good and flexible use of the strategies for the pedagogical transformation of curriculum would improve teaching effectiveness. 5. The key to the successful pedagogical transformation of curriculum would help teachers practice their own pedagogical action plans. Finally, based on the above findings, pedagogical implications and directions for further research are suggested as follows: 1. For English teaching: (1) Teachers’ willingness of practicing the pedagogical transformation of curriculum can be raised by arousing their passions for English learning. (2) The goal of the pedagogical transformation of English curriculum can be reached by teaching students real-life English in a real-world context. (3) Opportunities for pedagogical transformation of curriculum are based on teachers’ own sensitive observation. (4) Making a habit of teaching reflection is the key for continuous practice of the pedagogical transformation of curriculum. (5) The pedagogical transformation of curriculum should be based on teachers’ own teaching styles; moreover, the courage for breaking through teachers’ barriers for the pedagogical transformation should be treated positively. 2. For further research: (1) The focus of the theme for further research can be approached from the aspects of the current issues of English teaching, the student experienced curriculum, or teacher renewal. (2) The pedagogical transformation of curriculum can be further explored by applying the method of think-aloud or adopting action research approach.

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ting, huang shiu, and 黃秀婷. "A Study of Curriculum Adaptation and Learning Adjustment on Gifted Junior High School Students on English Subject." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/41996656584425314647.

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碩士 國立高雄師範大學 特殊教育學系 93 The purpose of this study was to explore the curriculum adaptation and learning adjustment of the gifted junior high school students on English subject, and the influence of English curriculum adaptation on learning adjustment. The methodologies of the study were survey and semi-structural interviews. On the questionary survey, the subjects were 22 gifted junior high school students on English subject. On the interview survey, the subjects were 10 gifted junior high school students on English subject. “Interview Questionnaire of the gifted junior high school students on English subject” was used in this study. The subject data was then analyzed and processed with percentage and content analysis

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Zhen, Chen Zhen, and 陳珍珍. "A Study on Curriculum-Teaching Cognition and Practice of Junior High School English Teachers in Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/83503341254262017943.

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碩士 國立臺灣師範大學 教育學系在職進修碩士班 102 The purpose of this study was to explore teachers’ curriculum-teaching cognition and practice at the beginning stage of the twelve-year basic education system in Taiwan. Junior high school English teachers in Taipei City were surveyed, using a researcher-designed questionnaire of curriculum-teaching cognition and practice. The final samples consisted of 340 valid subjects. In addition to descriptive statistics, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression were conducted to examine the effects of teacher background variables on curriculum-teaching cognition and practice. An interview with a teacher as well as relevant literature was also in discussion of the survey results. The main findings of this study were as follows: 1. The number of students in a class, school scale and location had significant effect on teachers’ curriculum-teaching cognition. 2. Teachers’ educational background, the number of students in a class, school scale and location had significant effect on teachers’ curriculum-teaching practice. 3. There were significant positive correlations among various curriculum-teaching cognition dimentions and practice dimentions. 4. Curriculum-teaching cognitions of curriculum guidelines, teaching methods and self-reflection could explain 50.8% total variation of curriculum-teaching practice. According to the findings of this study, some suggestions were offered to the authorities concerned and junior high school English teachers.

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Chang, Yu-Ju, and 張攸如. "A Study of Action Research on Integrating International Education Materials Into English Curriculum of Junior High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/84530161998493163881.

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碩士 國立東華大學 課程設計與潛能開發學系 103 The purpose of this study was to integrate international education into English curriculum of junior high school and to probe the materials integrated into curriculum, the ways of curriculum designing, teaching manners, the best evalutaion and learning effects. The study was carried out in the method of action research starting from the trends and needs of international education, through probing literature review, researching into the curriculum design, teaching implementation and the evaluation. The research period was from Nov 15, 2014 to May 15, 2015, and thirty-seven ninth-grade students in Happy Junior High School （pseudonym） were used as participants of this study. The research probed the way to make students respect and appreciate cultures through understanding, furthurmore, promote international literacy. The researcher integrated international education materials into English curriculum of two semesters by text reading, worksheet using and topic discussing in a limited teaching hours and fixed curriculum frame. During the period of performing the study, the researcher collected information of international education, and such ways as interview, worksheets, feedback and so on to collect data, analyze, and investigate this curriculum and learning effects of students. Based on findings, some conclusions of this study can be drawn as follows: I. The content can be integrated into the international education curriculum in English A. Integrate cultural materials of national identity according to the quantity of the national identity content in the textbook. B. Integrate important global issues materials according to the quantity of the international literacy content in the textbook. C. Design the issue topics to guide students to compare, survey, analyze, and criticize according to the important global issues materials integrated. II. The way of integrating and the teaching methods A. Design the curriculum by four steps: “textbook analyzing→information collecting→integrating→students discussing” B. Teaching methods emphasizing discussion with worksheets III. Evaluation and effects A. Students can recognize cultures around the world, and introduce local culture to foreigners in English B. Students can use international news media to obtain the latest international news C. Students can realize the connection between English and the international Finally, we conclude this research and propose valuable suggestion for teaching practice and further research.

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He, Ching-yi, and 何靜宜. "A COMPARATIVE ANALYSIS OF THE NEW WORDS IN JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS OF THE NINE-YEAR CONSECUTIVE CURRICULUM." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/07256366083520748482.

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碩士 國立高雄師範大學 英語學系 92 The main focus of this study is to investigate and to compare the quantities of the new words in the first volumes of the nine different versions of junior high school English textbooks and the results of this study are planned to serve as references for the selection and evaluation of textbooks. The nine English textbooks are the first volumes of He-sheng, Hess (Top English Serious), Hess (Top Friends Serious), Yu-cheng, Nan-yi, Longman, Kang-xüan, English @ Hand by Han-lin, and Hot English by Han-lin published for the year 2003. The main issues investigated in the study include 1. the quantities of the new words, 2. the selection of the words, 3. the repetition of the words, 4. the frequency distributions of the words, 5. the consistency with the elementary school curriculum, and 6. the correspondence with the Word List of the 1,000 Basic English Words. The statistic results are presented in terms of percentages and the Chi-square test and the posteriori comparison procedures are further applied to examine the significant differences of the percentages. The main findings of this study are presented as follows: 1.There are significant differences in the quantities of the new words, the selection of the words, the repetition of the new words, the first high-frequency level of the words, the consistency with the elementary school curriculum, and the correspondence to the Word List of the 1,000 Basic English Words among the nine different versions of the junior high school English textbooks. 2.English (Top English Serious) by Hess (90.42%) has the highest percentage in the quantities of the new words, significantly higher than Longman (85.82%), Kang-xüan (85.35%), Nan-yi (85.19%), Hot English by Han-lin (84.48%), and English @ Hand by Han-lin (84.36%). 3.A total number of 1,664 different words are introduced in the nine different versions of the junior high school English textbooks. Among them, 48.08% of the words occur in only one of the textbooks, but only 3.54% of the words relatively occur in all the nine textbooks. In addition, Kang-xüan (25.48%) has the highest percentage in the numbers of the words which only occur in one of the textbooks, English (Top English Serious) by Hess (22.89%) and Yu-cheng (21.14%) the next. All of the three percentages are much higher than those in all the other English textbooks. 4.In the nine English textbooks, each of the new words on an average is repeated from five to seven times (4.77 to 6.95). Of all, new words in He-sheng are repeated the most frequently (6.95), Longman (6.27) the second, Nan-yi (6.24) the third, and Kang-xüan (6.17) the fourth. 5.All of the nine English textbooks adopt a large quantity of the top two frequent words in the textbooks. Among them, Hot English by Han-lin (74.30%) has the highest percentages in the selection of high frequency words, Nan-yi (73.55%) the next, but Longman relatively only has 62.94% of the high frequency words. 6.All of the nine English textbooks incorporate a large number of the 80 known words into their text. However, as for the quantity of the new words, all the nine English textbooks relatively have about four-time to seven-time increase. Of all, English (Top English Serious) by Hess has the most increase (696.25%). 7.All of the nine English textbooks incorporate a large quantity of the words from the Word List of the 1,000 Basic English Words (72% to 88%). Of all, Nan-yi (87.57%) has the highest percentage, Yu-cheng (84.35%) the second, and Hot English by Han-lin (84.22%) the third. According to the findings of this study, several pedagogical implications are suggested as follows: 1.Textbook editors should take into more thorough and careful consideration the quantities, the repetitions, and the frequency distributions of the new words as well as the consistency with the elementary school curriculum and the correspondence to the Word List of the 1,000 Basic English Words and treat them as the criteria for the selection and evaluation of textbooks. 2.Textbook publishers should provide more related information of words in the textbooks, such as the quantities of the words and the repetition of the words. All of the information should be described in detail in the introduction of the textbooks so that teachers can efficiently use the information as references. 3.The school English committees should establish more explicit criteria for the evaluation of textbooks and further think highly of the quantities of the words, the repetition of the words, the high frequent words, the known words, and the Word List of the 1,000 Basic English Words as criteria, rather than just considering the quantities of the words. 4.English teachers should also take the learning difficulties of words which result from the insufficient arrangement of the textbooks into careful consideration. In addition, teachers should further make efforts to design appropriate activities or exercises to lead students to successfully overcome the difficulties from the insufficient arrangement of the textbooks.

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CHANG, HAN-CHING, and 張涵青. "Junior High and Elementary School Teachers’ Viewpoints of Elementary School Graduates’ English Proficiency and Curriculum Continuity: A Case Study in Zhongpu Area." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/523r68.

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碩士 國立雲林科技大學 應用外語系 105 ABSTRACT This study aimed to explore junior high and elementary school teachers’ expectations of elementary graduates’ English proficiency and their views of curriculum continuity. The study was conducted in Zhongpu of Chaiyi based on one-on-one interviews and document analysis. There were eight teachers participating in this research. Three of them were public junior high school teachers, two of them worked in a private high school and the rest three teachers were from elementary schools. The duration of a single interview was 30-40 minutes. The interview questions were adapted from Chai (2006), Lin (2005), and Ting (2008).The analysis of the study included the comparisons of expectations between junior high school and elementary school teachers', the strategies that teachers used to facilitate curriculum continuity, and the teachers ‘suggestions and expectations to promote curriculum continuity. The major findings of the study were listed as follows: First, in the aspect of the expectations of elementary graduates’ English proficiencies, all teachers considered that the elementary school graduates must fully recognize 26 alphabets. Also, they must have the abilities to use phonics; besides, a junior high school teacher thought elementary school students should understand K.K. phonetic symbols as well. The vocabulary size (180 words) that regulated in the curriculum guideline, it was not enough for students in coping with the junior high school curriculum successfully; 400 words were more appropriate. Although at the beginning of the junior high school, some contents of the curriculum were introduced in the previous stage, most of the elementary graduates were not familiar with the sentence patterns that they had learned before. Second, the coping strategies to facilitate curriculum continuity included providing students transitional courses and remedial instruction, teaching students’ learning skills and enhancing students’ learning, and reviewing students’ previous experiences. For 5th and 6th graders, teachers should increase their reading and writing practices. Some of the teachers read transitional information or search related information initially. Third, in terms of the suggestions of improving curriculum continuity, the teachers hoped that the administration could hold workshops to create more opportunities for teachers to exchange opinions. For example, the 5th and 6th graders should have more reading and writing practice, and make the activities meaningful instead of playing games that without much language elements. Junior high school teachers should remember English is a language. It is important to make students engage in communication but not only to excel in grammar and vocabularies. In the end of this research, some pedagogical implications were provided for teachers and future researchers.

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Hsieh, Chia-Yuan, and 謝佳媛. "A study of English vocabulary and grammar connective curriculum in remote junior high school and elementary school: A view from multiple intelligence." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/888564.

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碩士 國立東華大學 課程設計與潛能開發學系 102 The researcher taught English at a remote elementary school, and found that the students, who had great academic performance in elementary school, became passive toward learning English in junior high school. In order to bridge the gap of students’ English ability between elementary school and junior high school, the researcher designed the curriculum. The teaching program, called “Learning to Improve Vocabulary and Grammar in English (LIVGE)”, is based on the theory of multiple intelligences. It focuses on the connection between vocabulary and grammar. The program is termed “LIVGE curriculum” in this study. There are two sessions of the teaching methods. The first session conducted as an action research in the second semester of sixth grade, and the duration of the study lasted 20 classes and 4 cycles. As to examine the learning situation, the participants were asked to learn vocabulary, grammar, and complete English attitude questionnaire, pre-tests, and post-tests. The second session conducted in the first semester of seventh grade. In order to probe the effects of LIVGE curriculum and students’ learning attitudes, the researcher interviewed the teacher and students, analyzed the vocabulary, implemented grammar pre- and post-tests, and designed the attitude questionnaire. The followings are the research questions: 1. What is the process of LIVGE curriculum? 2. What are effects of LIVGE curriculum on the connection to English vocabulary between junior high school and elementary school? 3. What are effects of LIVGE curriculum on the connection to English grammar between junior high school and elementary school? 4. Do students’ learning attitudes change after entering junior high school in the wake of the implementation of LIVGE curriculum? The following findings were identified from three aspects. First, the LIVGE curriculum procedures are:(1) The integration of multiple intelligences not only helped students bridge advantage intelligences, but enhanced their motivation, grammar and vocabulary ability through. Students eventually improved their reading ability; (2)when it comes to vocabulary teaching, study on learner’s own got the positive effects. As for grammar teaching, musical, kinesthetic, and table-structured grammar rules facilitated students’ grammar learning;(3) reviewing by the repetition of vocabulary and sentence patterns activated students’ memory; (4) the instructor modified teaching goals of vocabulary, tools for evaluation, and teaching methods. However, students found difficulty in distinguishing the similar words. Second, it is proved that vocabulary and grammar bring positive effects on the connective curriculum. Third, students show great attitudes toward English learning when in junior high school. Finally, the research provides suggestions for English teachers in remote elementary schools and future studies.

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Hsu, Chih-fan, and 許志帆. "An Action Research of Multiple Intelligences Theory in Curriculum Design of English in Junior High Schools." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/71487029467910375294.

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碩士 國立彰化師範大學 教育研究所 98 This study aimed at an action research project that was designed to determine the effect of using the Multiple Intelligences theory combined with the analysis of its relation with English curriculum design. The participants consisted of 34 eighth-grade students selected from a junior high school in Taichung County. The research had been implemented for 12 weeks, including 6 units of curricula. During the research period, the data were collected through teacher’s observation records, students’ learning reflections, teaching journals, work sheets, interviews, and Multiple Intelligences Strategy Appraisal for English Learning. The major findings of this study are as follows：(1)The Multiple Intelligences-based English topic curriculum design is suitable for the English teaching in junior high schools; (2)Applying the Multiple Intelligences-based topic curriculum design to English teaching can significantly improve students’ learning in cognition, affection and psychomotor; (3)The Multiple Intelligences-based theory can provide teachers an efficient teaching structure; (4)The Multiple Intelligences-based teaching activities can meet the most students’ learning needs. The action research helps the researcher create a positive learning atmosphere, solve the teaching problems, and enhance teachers’ teaching skills. Based on the findings, this study also provides some suggestions for the curriculum design, the growth of teachers’ profession and the future research.

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LUO, RU-FEN, and 羅如芬. "A Study of Junior High School English Teachers' and Students'Viewpoints on the Continuity of the English Curriculum Implemented inthe Urban and the Rural Areas." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/vw88ny.

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碩士 國立高雄第一科技大學 應用英語系應用語言學與英語教學碩士班 106 As globalization speeds, English has been a very important subject in elementary and junior high schools nowadays. However, lots of the 7th-grade students in the rural area encounter English learning problems and difficulties. The implementation of the continuity of English curriculum in the rural area has not yet been discussed in depth. Is the continuity of the English curriculum as successful as that in suburban-area schools? The purpose of the study is to investigate junior high schools English teachers’ perspectives on the continuity of English curriculum and the 7th-grade students’ learning difficulties in the urban and rural areas in Kaohsiung City. The study was conducted in a class in the urban area and the other one in the rural area. A total number of eight English teachers and fifty-one 7th-grade students participated in the study. Survey was implemented in the research. Two major findings were obtained from the study. Firstly, writing is the most difficult learning skill for the 7th-grade students in the urban and the rural areas, next is translation. Secondly, English teachers in the urban and the rural areas apply various multimedia teaching recourses and competition activities to motivate students in English learning, such as English outlines, English stories, English videos, English picture books, English songs and group competition. But, teachers in the rural area indicate that the difference of students’ English ability makes Grade 1-9 English Curriculum difficult to implement effectively. Teachers could not take every student’ learning situation into account. In the end of this research, it is suggested that the educational administrative organization should reconsider the suitability of the continuity of English curriculum in the rural area. Grade-based teaching is recommended, and more reading and writing practices should be given to students in order to improve the learning situation in the rural area.

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Samantha and 黃婉珍. "An Evaluation of Junior High School English Textbooks Designed for the Nine-year Integrated Curriculum in Taiwan: from 2004-2006." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67045962554957093192.

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碩士 輔仁大學 語言學研究所 94 ABSTRACT Because of the liberalization of English textbooks in Taiwan, it is not an easy job for school teachers to choose textbooks from a variety of approved versions. The purpose of this study is to examine current junior high school English textbooks to see the quality of the design of the four language skills and to see if the design fits students’ needs. By examining the English textbooks, the researcher also tries to find out the good and weak qualities of textbook design. There are five different publishers which provide the Minister of Education (MOE) approved junior high school English textbooks. Therefore, the last goal is to design a checklist for junior high school teachers when they have to choose a textbook for their students. A review of literature about textbook design was consolidated to form a detailed evaluation process and survey for the five series of textbooks. Two raters were involved in the ranking and evaluating the textbooks in order to avoid subjectivity and they were asked to give open comments toward the books after grading. The researcher tried to find out that whether the four language skills are emphasized equally in different versions of textbooks as requested by the MOE. In addition, six teachers and twenty-eight students participated in this study. Their opinions were gathered through interviews and surveys, and the researcher would conduct content analysis. The result of content analysis was used to strengthen the statistical results. This constitutes the qualitative analysis of this study. The raters’ grading was analyzed by two-way ANOVA (4*6 and 4*5) and one-way ANOVA. The results were tested by the Sheffé’s post hoc test to see the differences among different factors. This is the quantitative analysis of the study. The major findings of this study were summarized as follows. First, both forms of analysis portent that all of the textbooks put much emphasis on listening and reading while less emphasis is given on writing. The design of the speaking skill is stronger than the design of the writing skill; however, it is weaker than the design of the listening and reading skill. Second, the five series of textbooks provide students exercises to integrate the four language skills. They can also arouse students’ interests toward learning; however, they fail to offer students learning methods or strategies. Moreover, current junior high school English textbooks put much emphasis on different culture and customs design. For Taiwanese students’ special needs, current junior high school English textbooks are helpful for the students to prepare for the Basic Competence Test; however, they are not very helpful for preparing for the General English Proficiency Test. Third, some good qualities of textbook design should be advocated, and weak qualities should be left out. Finally, a checklist composed of different factors is offered for junior high school teachers. At the end of the study, some suggestions toward school teachers and textbook designers are provided. The significance of this study is that hopefully, the evaluation and the users’ opinions can help junior high school English teachers get a better understanding of current textbooks. Also the researcher hopes to provide some modification directions for textbook designers on the English textbooks in the future.

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Chuang, Yu-Ru, and 莊媮茹. "Teachers’ Perceptions of the Learning Performance Items in the 12-year Basic Education Curriculum Guidelines for Junior High School English." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/n82ykz.

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碩士 國立臺灣師範大學 英語學系 105 The 12-year Basic Education has officially launched in the academic year 103. The new Guidelines will take effect in the academic year 108. The 12-year Basic Education Curriculum Guidelines for Junior High School English features an inclusion of cultivating students’ critical thinking skills and an emphasis on language learning strategies. Teachers’ perceptions of the learning performance items may affect the effectiveness of the curriculum implementation. Thus, the present study aims to investigate teachers’ perceptions of the learning performance items in the new Guidelines. A total of 163 junior high school English teachers participated in the survey study. Seventeen of them accepted the invitation for follow-up interviews. Teachers rated the importance as well as the feasibility of each learning performance item on a five-point Likert scale. The follow-up interview questions explored teachers’ opinions of the learning performance items that received relatively low scores on importance and feasibility level, difficulties and challenges of implementing the items, and suggestions for the new Guidelines. The researcher used descriptive statistics, t-tests, and AVOVA to reveal teachers’ perceived importance and feasibility of the learning performance items and the effects of teachers’ backgrounds on their perceived importance and feasibility of the learning performance items. Interview data was analyzed by content analysis. The present study found that teachers generally perceived the importance level of the learning performance items higher than the feasibility level. Mostly, teachers with different backgrounds did not differ significantly in their perceptions of the learning performance items. The interview results showed that on the whole, teachers considered the learning performance items were comprehensive, but limited class periods, students’ low proficiency level, life experience, and learning habits might cause difficulties in realizing the goals. Teachers further suggested that the authorities concerned should hold related workshops and seminars, and provide classroom teaching demonstrations. Based on the major findings of the present study, the researcher provided suggestions to the authorities concerned, junior high school English teachers, and future researchers. Keywords: Junior High School English, the 12-year Basic Education, English Curriculum Guidelines, Learning Performance Items

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Lee, Yi-Fang, and 李懿芳. "A Comparative Study on English Curriculum Development for Secondary Schools in Singapore and Junior High Schools in Taiwan." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/99532870533786752748.

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碩士 國立暨南國際大學 比較教育學系 87 The purpose of this study is to compare the development of English language syllabus of junior high schools in Singapore and Taiwan. The main methods used in this study are documental analysis, comparative study and semi-structure interview approaches. This study aims to achieve the following goals: (1) To analyze and compare the background of English education of junior high schools in Singapore and Taiwan. (2) To analyze and compare the English education and the framework of English language syllabus of junior high schools in Singapore and Taiwan. (3) To analyze and compare the procedure of developing English language syllabus of junior high schools in Singapore and Taiwan. (4) To synthesize the above-mentioned and provide suggestions to improve the development of English language syllabus of junior high schools in Taiwan. The main findings of this study are shown as follows: (1) In the background of English education of junior high schools, the relationship of political and economic development in Singapore/Taiwan goes closely with the Britain/America. Taiwan and Singapore countries have various races and languages. They all have centralization system in education and strive to promote citizens’ English ability. However, English acts as official language in Singapore and as the first foreign language in Taiwan. (2) In the English education and the framework of English language syllabus of junior high schools, Singapore adopts bilingual policy (English and mother tongue) with frequent reforms according to intra/inter national situations. The foreign language (English) policy in Taiwan lasts for a long time without significant changes. Nevertheless the communicational approach becomes the main trend in English language syllabus and instruction in both countries. (3) In the procedure of developing English language syllabus of junior high schools, Curriculum Planning Division is a regular institution responsible for the curriculum development in Singapore. The procedure includes the following stages: planning, design, development, experiment, popularization, and evaluation. And there exists a feedback system among each other. The working team of revising English language syllabus in Taiwan is temporarily organized and pays less attention to research, experiment, evaluation and popularization aspects. Finally, this study presents some proposals as follows for Taiwan to improve the development of English language syllabus of junior high schools. (1) To establish a regular institution responsible for the curriculum development. (2) To fulfill the tasks of experiment, popularization and evaluation and to set up a systematical procedure of the curriculum development. (3) To reorganize the related institutions in order to have better link between junior and senior high schools’ English language syllabuses. (4) To strengthen the peripheral coordination of developing the English language syllabus. (5) To establish a regular inspection system to collect direct feedback of syllabus enforcement. (6) To keep the balance of syllabus development among national, school, and classroom level. (7) To attach importance to the formative and summative evaluation of syllabus. (8) To develop the syllabus and the instructional material at the same time.

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Lin, Chiao-Sui, and 林巧穗. "The Research on Learning Sequencings of English Remedying Learning Courses for Pre-Junior High School Students in Grade 1-9 Curriculum." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/49038076953161075946.

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碩士 國立中正大學 資訊工程所 93 In this thesis, we have developed an English remedying learning system for pre-junior high school students, especially for Grade 1-9 Curriculum. We designed different sequencing courses for different students in this English remedying course, which adopted the sequencing and navigation concepts from SCORM2004 SN (Sequencing and Navigation.) We hope that learners can acquire the fittest learning contents for themselves. In addition, we have also integrated the Text-to-Speech (speech synthesis) technology to assist learners by using e-Learning to get the exact pronunciation on English words and sentences, without any tutors’ assistance. By doing this, learners can achieve the goal of language self-learning.

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Chen, Meng Yan, and 陳孟妍. "A Study on In-service Training Programs of Junior High School English Teachers under the Reform of Grade 1-9 Curriculum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/86468085459218196615.

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Wang, Wan-shih, and 王菀詩. "A Teaching Research of Applying the Drama Skills in English Curriculum: A Case Study on a Junior High School in Keelung." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/99829672697215572292.

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碩士 國立臺灣師範大學 教育學系在職進修碩士班 99 This is a case study about how to apply drama skills in English curriculums, what influence on students’ English learning in the eighth grade of junior high, and what introspection the researcher can acquire from the teaching process. We experimented on seven drama skills, i.e. Sculpture, Sculpture Gallery, Dramatic Games, Story-teller, Role Play, Impromptu Performance, and Drama Play, in an English curriculum with a textbook and fairy tales as the main teaching material. A group of eighth grade students from a Junior High School in Keelung participated in our experiments. The teaching process went through three periods and two corrections of units design. After analyzing the research data qualitatively, the main findings are as summarized as follows: From the curriculum contents, we found applying drama skills in English curriculum was flexible and feasible in terms of units design. The textbook and fairy tales effectively enriched the teaching units. Applying different drama skills in different units (such as Dramatic Games in English vocabulary teaching) demonstrated its flexibility. From the teaching process, we found the teaching experience helped both the teacher and students in teaching and learning respectively. The combination of drama skills and multi-teaching methods of English provided the show times for different learning types of students. The difficulties encountered during the three periods in the curriculum implementation gave the teacher a chance to learn. The difficulties: the teacher wasn’t familiar with the drama skills in the first period; the dramatic activities made the time too long and shortened the teaching time on the textbook; the students were too noisy in class and made the teacher angry; the teacher had to deal with the contingencies of the teaching process. From the learning influences on students, students’ learning motivation increased, as well as their English performance, the level of imagination and creation, and the abilities to solve questions. The relationship among students and the teacher in team works also increased. About learning motivation, students became more actively asking questions and giving suggestions in class. Besides that, they also looked forward to the drama play. They used dictionaries and were glad to hand in their homework. About learning performance, students improved their listening and oral abilities after taking part in body gestures activities. The dramatic games helped students remember English vocabularies. The guided writing enhanced students’ writing and reading abilities. About imagination and creation, students were able to rewrite the paragraphs incorporating their own diverse living experiences. They made up stories based on the clues provided by the teacher, which showed their imagination. They gave a new life to the roles in drama plays. In During the team work, the students helped each other and coped with problems encountered their drama plays. The team work increased the interaction between the teacher and students, and it raised the relationship among students as well. We made some suggestions based on what we have described: First of all, English teachers should learn more about drama skills to improve their specialty in English teaching with drama so that the frustration of teaching process can be reduced when they want to combine drama skills with multi-teaching methods of English. Second, we can apply more drama skills or strategies to enrich English learning experience. Third, for future work, learning achievement tests should be added before and after the teaching process so that we can compare the results in the three periods of the teaching process.

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葉信成. "A Study of Communicative Language Teaching Integrated into English Curricula on English Oral Proficiency Performance among Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/97065953363410136065.

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碩士 國立彰化師範大學 教育研究所 99 The purpose of this study was to examine the effects of the principles of cummunicative language teaching method (CLT) on fluency, accuracy, and overall oral proficiency using the quasi-experimental design. Participants were ninth grade students selected from two classes in a junior high school in Yunlin County. One of the classes was represented as the experimental group, while the other was as the comparative group . Students in the experimental group were given the activities based on the principles of CLT and those in the comparative group received the typical grammar translational method (GMT) instruction. The whole instruction lasted about 2 to 3 months. The instrument for pretest was the General English Proficiency Test (formal tests for the elementary learners 1) and the instruments for pretest were the General English Proficiency Test (formal tests for the elementary learners 2) and the Feedback Form for English instruction. The quantitative data were analyzed by one-way ANCOVA while the qualitative data were referred to thematic analysis. The main findings revealed that though the posttest scores of the students who were given CLT and GTM were not marked as significant differences, learners who were given CLT still reacted positively to their fluency, accuracy, and overall English oral proficiency performance. In addition, learners given CLT instruction reacted positively to games, group discussion, and introduction to each lesson at beginning.

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Tseng, Hsin-Pei, and 曾馨霈. "An Action Research on the English Curriculum And Instruction Development Infusing Global Issues: A Case of a Remote Junior High School in Pingtung." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cm9gj9.

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碩士 國立中山大學 教育研究所 107 The study is mainly intended to probe into the curriculum development and implementation on global issues. This action research was completed by two phases. The main teaching material that the researcher adopted in the first phase was junior high school English textbook published by Nan I in 2017. The researcher in the second phase used Kang Hsuan junior high school English textbook published in 2018. The researcher picked up three global issues as the main topics of curriculum design and teaching research from PISA (Programme for International Student Assessment) global competence test, which was the new assessment that published by the Organisation for Economic Co-operation and Development (OECD) in 2018. The three global issues namely were hunger or malnutrition in different parts of the world, climate change and global warming, and equality between men and women in different parts of the world.The multiple choices examinations were designed by the researcher in accordance to the suggestive English vocabulary list and grammatical structure of junior high school curriculum. Pre-examinations were taken prior to the evaluating student levels with combination to tutorials of global issue related English vocabularies taken in place. Post-examinations was held in order to do feedback evaluation upon the successive condition of the lessons. The first research schedule of phase one was July, 2017 to June 2018, while second phase took place in July, 2018 to April 2019. The research participants of phase one were the 9th graders of Spring Junior High School (pseudonym), totaling 52 participants. The research participants of phase two then consisted 9th graders of Spring Junior High School (pseudonym), totaling 26 participants. During the execution of lessons, data was collected by observation, monitor, interview, student worksheet and feedback. The main conclusions of the research are as the following: I. The research provides systematical global issues into junior high school English teaching materials and lesson plans. II. The lesson plans require massive time for design and preparation while difficulties of execution in the actual lessons need to be overcome. III. The research could positively enhance students’ English learning results. IV. The research could positively enhance students’ English learning attitude. V. The research could positively enhance students’ global issue awareness. VI. The process of the research could allow the researcher to obtain valuable teaching prosperity and provide improvement in steps for future teaching.

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Chiu, Chih-ai, and 丘智愛. "Readability Analysis and Curriculum Coherence of Dialogues and Reading Passages in English Textbooks for Junior High Schools in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01883791818347660135.

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碩士 國立臺中教育大學 課程與教學研究所 98 The purpose of this study was to analyze the readability and the curriculum coherence of dialogues and reading passages in English textbooks for junior high schools in Taiwan. To achieve the purpose, volumes 1-4 of five versions in English textbooks for junior high schools published in Academic Year 2009, including He-sheng, Hess, Jia-yin, Kang-xuan, and Nan-yi, were collected as the corpora of this study. The readability of each dialogue and each reading passage was analyzed by using Gunning Fog Index. Results were as follows: 1. The distribution of the readability of dialogues fell within a particular interval. The differences among the distribution of the readability of reading passages were the largest. 2. Higher percentage of words of 3 or more syllables resulted in higher readability among dialogues. 3. Higher readability among reading passages resulted from 2 reasons. One was larger numbers of words per sentence and higher percentage of words of 3 or more syllables in reading passages. The other was only higher percentage of words of 3 or more syllables in reading passages. 4. As for the arrangement of the dialogues and reading passages, only He-sheng and Jia-yin were complied in a progressive way from the first volume to the fourth volume. 5. The readability of dialogues and reading passages in He-sheng version was the highest while that in Kang-xuan version was the lowest. 6. The curriculum coherence of dialogues and reading passages among the textbooks with the same version was good. 7. In terms of the differences of the readability of the dialogues and reading passages of Volume1&2 and Volume 3&4 among the textbooks with the same versions, the highest difference was Nan-yi version and the lowest was Kang-xuan version. 8. The curriculum coherence of dialogues and reading passages among the textbooks with different versions was also good. 9. In terms of the differences of the readability of the dialogues and reading passages of Volume1&2 and Volume 3&4 among the textbooks with different versions, the highest difference could be found between Volume 1&2 of Jia-yin version and Volume 3&4 of Nan-yi version. In addition, the highest difference could also be found between Volume 1&2 of Kang-xuan version and Volume 3&4 of Nan-yi version. However, the lowest difference could be found between Volume 1&2 of Nan-yi version and Volume 3&4 of Hess version According to the above findings, some suggestions were offered for the editors of English textbooks, junior high school English teachers, and the references for future studies.

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Lin, Chun-ying, and 林君霙. "A STUDY ON THE CURRENT ENGLISH EDUCATION OF THE NINE-YEAR INTEGRATED CURRICULUM IN JUNIOR HIGH SCHOOLS IN KAOHSIUNG COUNTY." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/32068264168819342977.

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碩士 國立高雄師範大學 英語學系 93 This study aims to explore English teachers’ perceptions of the current English education of the Nine-year Integrated Curriculum in junior high schools in Kaohsiung County. The subjects, 190 English teachers from 32 junior high schools in Kaohsiung County, were recruited to fill in the questionnaires. The main findings are summarized as follows: 1. We are certain that a large proportion of teachers understand the Nine-year Integrated Curriculum. They are familiar with the main content and the ultimate goals of the Nine-year Integrated Curriculum. 2. The majority of teachers (60.5%) show a positive attitude toward English education of the Nine-year Integrated Curriculum, while some teachers (39.5%) assume a negative attitude. 3. Most teachers (82.1%) have participated in the process of textbook selection; therefore, English teachers are considered the major decision-makers of textbook selection. 4. Although there are a great number of English textbooks available on the market, the top three widely adopted English textbooks in junior high schools are Kang-hsuan, Nan-yi, and Han-lin. That is to say, they take on a prominent role on the English textbook market. 5. In this study, only one school has switched the English textbook that is being used to another version of English textbook, but 31 out of 32 schools still use the same version of English textbook. 6. The six main considerations in textbook selection are “teaching materials correspond to students’ English proficiency levels” (14.8%), “teaching materials include four language skills” (12.5%), “teachers’ books are detailed and complete” (8.3%), “the content is interesting” (8.0%), “the content is abundant” (7.3%), and “teaching materials are related to students’ daily lives” (6.8%). 7. Compared with centralized textbooks, currently approved English textbooks possess several outstanding features. First, they are more up-to-date. Second, they are more likely to enhance students’ English communicative competence. Third, they are more likely to inspire students’ interest in and ways of English learning. Fourth, they are more likely to introduce internal and external cultures to students. Fifth, they enable students to make progress in listening and speaking. 8. Over half of the teachers (59.5%) use supplementary materials. The supplementary materials include English magazines, other versions of English textbooks, English newspapers, and Interactive CDs, and so on. 9. According to General Guidelines of the Nine-year Integrated Curriculum, Communicative Language Teaching plays a dominant role in English teaching. On the basis of the study findings, most teachers are quite familiar with the theory and practice of Communicative Language Teaching.

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Yen, Lin Hsiu, and 林秀燕. "The Influence of Curriculum Change on the Contents of English textbooks for Junior high schools—A Comparison of Different Versions." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/56744381622617774992.

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碩士 國立嘉義大學 教育學系研究所 99 The purpose of this study is to describe how curriculum change influences the content of English textbooks for Junior high schools. By using content analysis, the study analyzes different versions of English textbooks in terms of four dimensions-the amount of vocabulary, sentence structures, topics and genres. Based on the results of this study, the researcher wants to show the differences among the four versions of textbooks, which include National Institute for Compilation and Translation (NICT) version, Joy version, Kang Hsuan version, and Nan-i version. The major findings of the study are as follows： 1. The amount of vocabulary in the “approved versions” (Joy version, Kang Hsuan version, and Nani version) are much more than NICT. 2. The sentence structures between approved versions and NICT are slightly different. 3. The topics are more diverse in approved versions. 4. The genres between approved versions and NICT are almost the same. The results of the study show that the contents of approved version are more diversified and related to daily communication. However, the researcher finds the contents of approved versions are much more than that in NICT. That is, students have to learn much mort contents than before. The researcher questions whether students can absorb all the learning content in a rather limited time.

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Teng, Yuan-Yu, and 鄧爰瑀. "A Study on English Learning Performance of Junior High School Students from Phonics to KK Phonetics Linking Curricula." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10727540763602554982.

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碩士 慈濟大學 教育研究所 101 In Taiwan, there are two different teaching systems of English pronunciation－Phonics and KK phonetic symbols. If teachers can make both systems complement each other, the learners will get better efficiency in English pronunciation. The researcher provides linking curricula from Phonics to KK Phonetics that utilized the methods and experience during her teaching period at school, and moreover combined other relative materials. The purpose of this study is to offer high school students a happier and easier ways that they have already had from Phonics abilities and beneficial memory skills to obtain KK Phonetics efficiently. The major findings in this study were summarized as below: 1. English Learning Performance The scores of the experimental group in KK phonetic symbols listening, distinguishing, stress distinguishing and the total score are higher than the control group. 2. English Learning Attitude Performance The experimental group’s scores are higher than the control group in cognition, behavior, emotion performance and the average of attitude performance. 3. KK Phonetics Learning Satisfaction The experimental group is significant on the follows:“I think the materials are useful in helping KK phonetic symbols learning.”=11.42，p=0.003＜0.01;“I think the teaching methods for KK phonetic symbols learning are very interesting.”=7.24，p=0.027＜0.05; as a result, the materials and the teaching methods for KK phonetic symbols learning have reached the significance.

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Lin, Hsing-Yi, and 林幸誼. "The Study on the COntinuity Between Elementary and Junior High School English Curricula in Taiwan: Problems and Coping Strategies." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/15494200041146316102.

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碩士 臺北市立師範學院 國民教育研究所 93 The Study on the Continuity Between Elementary and Junior High School English Curricula in Taiwan: Problems and Coping Strategies Abstract The purpose of this study is to explore the status quo of the continuity between elementary and junior high school English curricula in Taiwan from the junior high school teachers’ point of view, including problems, the cause of the problems, coping strategies, and the need of supportive measures, and based on the three perspective on curriculum continuity, which are text curriculum, operation curriculum, and experience curriculum. This study is conducted through questionnaire survey, and interviews. The data are collected from the English teachers in 26 municipal junior high schools in Taichung City. The statistical consequences are processed with frequencies, percentage, and Chi-square (α=.05). The conclusions drawn from the research are as follow: 1. Most of the English teachers in junior high school agree there are problems in the continuity between elementary and junior high school English curricula. 2. The cause of the problems are complex, and the main cause, which represent English teachers’ opinions, are “the difference in teaching method and evaluation because of the Basic Competence Test for Junior High School Students” and “the polarization of students’ English competence.” 3. To read the Grade 1-9 Curriculum Guidelines is helpful for junior high school English teachers to release the difficulty in differentiating the curriculum goals between elementary and junior high schools. 4. It’s necessary to work on the continuity of operation curriculum and English teachers should put more effort on it. 5. “To inquire students” and “to hold the symposium for elementary and junior high English teachers in the same district” are the main strategies for junior high English teachers to work on the continuity of experience curriculum, and teachers still need supportive measures to deal with the problems on the continuity of experience curriculum. 6. On the continuity between the elementary and junior high school English curricula, junior high school English teachers express requirements for supportive measures on text curriculum, operation curriculum, and experience curriculum. 7. The polarization of students’ English competence reinforces the difficulty of the continuity work. Based on the conclusions above, some recommendations for education administrators, schools, and teachers are proposed in this study. Key words: Grade 1-9 Curriculum, English curricula, continuity, curriculum implementation

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Huang, Ru-Ping, and 黃薷平. "A Collaborative Action Research of the Junior-High-School Regular Teacher and the Special Education Teacher in Adapting English Curriculum and Collaborative Teaching for a Student with Learning Disabilities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/y4n6j5.

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碩士 國立東華大學 特殊教育學系 102 This research was to study the cooperation of the regular teacher and the special education teacher in adapting English curriculum, in order to help a junior-high school student with learning disabilities learn better in an inclusive class. It stated the problems the student had in learning English, and conceived the strategies to solve problems as well. This study is conducted by a collaborative action. The chosen subject is a junior-high school student with learning disabilities from the researcher’s class, in his needs to make curriculum adaption in English. Data collections included observations, interviews, notes on teaching discussions, reflective journals, and related documents. There were three main results of this study as follows, 1. The cooperation of the regular teacher and the special education teacher in adapting English curriculum included 3 stages. Through the process, adapting curriculum from assessing the student's abilities, seeking relevant support, returning to an inclusive class, 2 teachers did help the student with learning disabilities learn better in an inclusive class. 2. The collaborative teaching model of the regular teacher and the special education teacher included 2 models. One teaching-one assisting and alternative teaching. 3. Overall, adapting curriculum to meet the needs of the student with learning disabilities did increase the student’ s motivation, and the student also had better attitude in learning English; however, his grades are not improved so abviously. According to the findings, the study provided some suggestions for teaching and future research.

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Ting, Jui-Pi, and 丁瑞碧. "An Investigation on Curriculum Articulation Problems And Related Coping Strategies between Junior High Schools And Senior High Schools i n Taichung City And Taichung County-- Taking English Course for An Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/90444655191001243132.

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碩士 國立彰化師範大學 教育研究所 97 An Investigation on Curriculum Articulation Problems And Related Coping Strategies between Junior High Schools And Senior High Schools in Taichung City And Taichung County－Taking English Course for An Example Advisor: Tsong-Wen Chen,Ph.D. Author: Jui-Pi Ting Abstract The main purpose of this study was to investigate the problems of curriculum articulation in English subject between junior high schools and senior high schools. Some related coping strategies were also addressed. Six interviewees were English teachers drawn from different senior high schools in Taichung City and Taichung County. Interview and the document analysis were employed to collect data. The findings indicated (1) the factors affecting curriculum articulation included the differences in teaching objectives, methods, content, evaluation and the learning attitude of students. Several strategies were implemented to cope with curriculum articulation including the handbook, addition of the English session, adjusting teaching methods，teaching materials and the evaluations taken, enforcing written practice and self-study. There were many challenges while senior high school English teachers to deal with curriculum articulation including inadequate amount of time for instruction, curriculum discontinuity, ineffective course given, lack of professional development opportunities,lack of parents’ involvement, the learning ability of students, adjusting the level of entrance examination, big class problem. Suggestions to improve the problems of curriculum articulation between junior high schools and senior high schools in the future were also included. Key words: curriculum articulation, coping strategy, English subject, junior high school, senior high school

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Wang, Li-Ping, and 王儷蘋. "A Study of Relationship between the Curriculum Leadership of English Learning Area Leaders and Teacher’s Professional Development of Teachers in Taipei Municipal Junior High Schools." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/55901153511590651513.

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碩士 國立臺灣師範大學 課程與教學研究所 104 This study aimed to explore the current statuses of curriculum leadership of English learning areas leaders and professional development of teachers in Taipei municipal junior high schools and the relationship between them. This study first focused on learning more about the perception of English learning area leaders and teachers regarding leaders’ curriculum leadership. Then, this study examined their perception regarding leaders' implementation of professional development activities for teachers. Lastly, this study analyzed the relationship between the perceived curriculum leadership of English learning area leaders and the professional development of teachers. This study adopted the questionnaire survey method, with the research subjects being the English teachers in Taipei municipal junior high schools (including integrated secondary school). It was a general survey with 533 questionnaires issued. 411 valid retrieved questionnaires were valid. The valid response rate was 77.1%.The tool used in this study was the self-designed “Questionnaire for Curriculum Leadership of English Learning Area Leaders and the Professional Development of Teachers in”. The data obtained from the questionnaires were analyzed using statistical methods such as descriptive statistics, ANOVA, t-test, Pearson product-moment correlation analysis, and canonical analysis. The analysis results were discussed in details. The findings of this study were summarized into the conclusions below: 1. English learning area leaders were devoted to implementing of school vision and course goal and participating in school course decisions. 2. English teachers in Taipei municipal junior high schools experienced deeply related to professional development of teachers about competence of teaching competence. 3. English learning area leaders led teachers to implement of school vision and course goal and to integrate resource provision so that the competence of subject taught would be grown. Lastly, this study proposed some specific suggestions based on these research conclusions, as a reference for the Department of Education, Taipei City Government, school administrative units, and future researchers.

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Yieh, Lee Kwuan, and 李坤燁. "A Study of the Effects Evaluation of the Nine - Year Innovative Curriculum and the Needs Assessments of Workshop Programs for Junior High School English Teachers in Tainan and Kaoshiung Areas." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/00936384320431540418.

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碩士 國立高雄師範大學 教育學系 93 There are two main purposes in this study. The first purpose is to evaluate positive effects and negative difficulties of junior high school innovative curriculum; the other, to assess the needs of contents and methods of workshop programs for junior high school English teachers. On the bases of the findings secured in this study, some important results are stated on six-point scale as follows: 1.Evaluation of Innovative Curriculum：（1）Positive effects of Nine -Year Innovative Curriculum： Four factor averages of the positive effects are from 3.62 to 4.22; and the total average, 3.95. （2）Negative difficulties of Nine -Year Innovative Curriculum. Four factor averages of the negative difficulties are from 3.29 to 4.26; and the total average, 3.84. 2.Needs of Workshop Programs for English teachers：（1）The needs of workshop program contents. Seven factor averages are from 3.58 to 4.64; and the total average, 4.09. （2）The needs of workshop methods. Two factor averages are 3.89 and 4.60; and the total average, 4.25. 3.Results of Significance Testing：（1）On positive effects of Nine -Year Innovative Curriculum： “Academic degree” is the only background variable which make significant differences on some factors and items. Besides, all of three attitude variables, including innovative concepts identification, administrative support measures, and judgement of school innovative practices, may make significant differences on some factors and items. （2）Difficulties of Nine -Year Innovating Curriculum： “School size” is the only background variable which make significant differences on some factors and items of negative difficulties. Besides, all of three attitude variables may make significant differences on some factors and items. （3）The needs of workshop contents. “School location” is the only variable may make significant differences on some factors and items of the content need. Besides, all of three attitude variables may make significant differences on some factors and items. （4）The needs of workshop methods. All of three attitude variables may make significant differences on some factors and items of method needs.

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Lu, Chia-hao, and 呂家豪. "A Study on the Facts and Needs of the Development of Language Area (English) Accommodating to the 9-year Integrated Curriculum in Junior High Schools in Kaohsiung City." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/58274348261001880824.

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碩士 國立高雄師範大學 教育學系 90 The main purpose of this study is to investigate the facts and needs of the development of Language Area (English) accommodating to the 9-year Integrated Curriculum in Junior High Schools in Kaohsiung City, and to address some concrete suggestions according to the induced conclusions. The researcher adopts documentary analysis and questionnaire survey to proceed this research, using “The Questionnaire of the Facts and Needs of the Development of Language Area (English) accommodating to the 9-year Integrated Curriculum in Junior High Schools in Kaohsiung City” as the instrument to survey the English teachers in 38 municipal Junior High Schools in Kaohsiung City. The statistical consequences are processed by “SPSS for Windows 10.0” with factor analysis, t-test, and One-Way ANOVA. The findings and conclusions are brought up as follows: I.The discussion and commentary of literature review 1.The educational idea of the 9-year Integrated Curriculum corresponds to social development, and the regulations of execution reveals emancipation and elasticity. 2.Developing communicative competence is the core of Language Area (English), and the main features reflect the claim of the curriculum reform. 3.Language Area (English) accommodates to the 9-year Integrated Curriculum to pursue future development. 4.The pilot program of the 9-year Integrated Curriculum has achieved the rudimentary goal, and the executive plans for the third year are well prepared. II.The Facts of the Development of Language Area (English) accommodating to the 9-year Integrated Curriculum. 1.English teachers are able to participate actively in the preparatory works and seminars to grow up with the 9-year Integrated Curriculum. 2.The curriculum subcommittee of Language Area (English) is preliminary capable of putting its actual functions into practice. 3.The curriculum and teaching of Language Area are approximately corresponding to the principles of 9-year Integrated Curriculum. 4.The teaching facilities of Language Area (English) are utilized to enrich the language-learning environment, but facilities are still somewhat insufficient though. 5.The function of integration and use of the resources of community have not realized yet. 6.In the open-question section of the questionnaire, teachers’ viewpoints reflect the difficulty of curriculum development. III.The needs for the development of Language Area (English) accommodating to the 9-year Integrated Curriculum are exigent . 1.For the development of Language Area (English), English teachers have immediate needs which are drawn out by factor analysis into five factors. The average scores of the five factors are from 4.38 to 5.16, and the total average is 4.76. 2.Among the five factors, the score of “the needs for resources and references of English curriculum development” is the highest one. 3.Gender, age, educational background, seniority of English teaching, position, scale of school, and focal field have no significant effects on the needs assessment of English teachers. 4.In the open-question section of the questionnaire, English teachers’ recommendations also reiterate the needs for the development of Language Area (English) accommodating to the 9-year Integrated Curriculum. Finally, some suggestions are proposed for the education authority, junior high schools, English teachers, and also for future studies.

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Rapley, Douglas James. "Policy and reality : the teaching of oral communication by Japanese teachers of English in public junior high schools in Kurashiki City, Japan : a thesis presented in the fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/794.

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In 2003 the Ministry of Education, Culture, Sports, Science and Technology (MEXT) unveiled their new junior high school (JHS) English as a Foreign Language (EFL) policy, which focused strongly on oral communication. Although there is evidence of policy noncompliance in schools until now there has been no English language research on the attitudes or practices of Japanese teachers of English (JTEs), or the views of the students, and their parents in regards to teaching/learning English speaking skills. The research, based on JHSs in a mid-sized Japanese city (pop. 475,000 approx.), focused predominantly on JTEs, but also included students, and their parents. Focus group sessions, questionnaires, and one-on-one interviews were used to collect data. The study reveals that learning English speaking skills is considered important, but passing the senior high school (SHS) entrance examination is the main concern and so, test impact from the SHS entrance examination exerts the greatest pressure on JHS JTEs. The JTEs also perceive themselves as facing other issues such as student motivation, JTE speaking proficiency, and large class sizes. Another finding is that JTEs appear to receive inadequate training– pre- and inservice– resulting in issues, such as a reliance on traditional methods (yakudoku), which are not in accordance with MEXT’s intentions, and JTE proficiency test achievement levels lower than those desired by MEXT. As a result of these issues gaps exist between MEXT JHS EFL policies and actual teaching practices, and have unfortunately led to a situation where JTEs believe that MEXT does not care about or understand the teaching environment. The study concludes that implementation of MEXT’s policy require a better match between the SHS entrance examination and JHS EFL policy, a decrease in class sizes, and JTEs receiving more adequate training. A more positive relationship between MEXT and JTEs would result from these two groups working collaboratively when designing JHS EFL policies and could better achieve a match between the SHS entrance examination and JHS EFL policy.

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