九年一貫國小英語課程之政策分析

Abstract

中文摘要 本研究主要探討九年一貫國小英語課程之實施，以教育社會學的角度分析國小英語政策所產生之背景、影響因素、決策過程與可能產生的問題，最後並提出結論與建議。 本研究的目的為： 一、瞭解實施九年一貫國小英語課程的政策背景與內容 二、分析影響制定九年一貫國小英語課程的因素 三、探討現階段國小實施九年一貫英語教學的現況與問題 四、提出對於實施九年一貫國小英語教學的建議與改進意見 研究問題分為： 一、實施國小英語教學後，英語文化對我國本土文化所產生的衝擊為何？ 二、國小英語教學政策之決策過程，有何問題會產生？ 三、階級再製的現象有否因國小實施英語教學而更明顯？並而損傷國民義務教育的社會正義？ 四、國小英語師資培訓過程是否完善？ 五、實施英語教學是否擴大了城鄉差距？ 本研究得到的結論 一、實施小學英語是國家既定政策，就工商業與民間而言是未來發展與就業的關鍵因素。 二、小學英語是一種實用觀點的政策 三、小學英語師資培訓過程過於倉促 四、小學英語政策深化階級與城鄉差距的問題 最後提出對於實施國小英語政策的建議。

Abstract This study is to investigate the implementation of primary school English curriculum from the angle of educational sociology, analyzing the background, influence factors, decision-making process and possible problems of primary school English policy. At last some conclusions and suggestions are proposed to refine primary school English curriculum. The main purposes of this study are: 1. To realize the background and context of implementing primary school English curriculum 2. To analyze influence factors in constituting primary school English curriculum 3. To explore the condition and problems of primary school English teaching 4. To make some suggestions of implementing primary school English teaching The main research questions are: 1. How does the English culture impact native culture while implementing primary school English teaching? 2. Does the decision-making process of primary school English curriculum policy have any problem? 3. Does the implementation of primary school English teaching aggravate the phenomenon of class reproduction and hence go against the social justice of compulsory education? 4. Are the training programs of primary school English teachers suitable? 5. Does implementing primary school English curriculum expand the difference between urban and rural area? The study has found that: 1. Primary school English curriculum is the government policy. English ability is the key to personal promotion and employment. 2. The policy of implementing primary school English teaching is made from practical point of view. 3. Primary school English teacher’s training programs are imperfect. 4. Implementing primary school English curriculum has expanded the difference between urban and rural area and aggravated the class reproduction. Finally suggestions of primary school English policy are made.