國家教育研究院

　　本研究探討英語文素養導向跨領域課程實施期間，國中八年級學生閱讀動機、課程投入度、英語口語技能之變化。本案採用融合研究法之解釋型序列設計：8-1 月開始準備期發展課程及工具（課程的設計，閱讀動機、課程投入度、選課意願量表的發展與初步效度化、英語口語技能評分者訓練與示例），受試者為花蓮縣一所國中九年級所有班級的學生（N=250），花蓮和台北兩校各20 名學生的英語口語評量結果（N=40），2-7 月課程實施採用融合研究法之解釋型序列設計，描述該課程實施時，學生情意面向及英語口語技能的變化。研究參與者為花蓮縣一所國中，八年級所有班級（N=200）；臺北市一所國中一班（N=20）。跨領域課程設計涵蓋十二年國教英語文新課綱原則：結合學生學習動機與生活應用，運用英文閱讀技能學習跨領域知能，產出口語的閱讀理解（摘要或提問）等。工具包含閱讀動機（含興趣、自評能力、困難、效用）、課程投入度（含行為、認知、情緒、社會）、下次選課意願的問卷、教學日誌內涵、課室觀察檢核表等。研究流程為準備（找研究合作學校、研究工具研發、英語文素養導向跨領域課程設計之試行）、執行（實施課程、問卷及英語口語評量施測，針對學生的課室觀察與回溯放聲思考與訪談；蒐集教師日誌及觀課表，資料分析）、解讀與建議。研究發現提供英語文素養導向跨領域課程歷程中，學生的閱讀動機、課程投入度、英語口語技能變化之實徵證據及教學建議。

　　The purpose of the study is to investigate the developmental process of Grade 8students’ reading motivation, program engagement, English oral profiency over the thecompetence-based English-content-integrated-learning program. The study adopted　the explanatory sequential design of the mixed method, and implemented the　procedure mainly in 3 phrases: (1) preparation for program and instrument (the survey　and English oral assessment) from September to January in 2018, (2) implementation　of program, instruments (using the survey to identify 4-type participants: high　motivation and high engagement, low motivation and low engagement etc, the　subsequent case study on the 4-type via interviews and document-analysis), and
analysis from Feburary, 2019, and (3) interpretation using the qualitative and　quantitative data to describe the change in the participants’ attitude, English oral skills,　in the pedagogical terms. Participants were Grade 9 students in Hualien (N=250) and
in Taipei (N=20) respectively in preparation. Participants were Grade 8 students in　Hualien (N=200) and in Taipei (N=20) respectively in implementation. The principles　for the program design are: connecting students’ learning motivation to life
application, using English to learn content-area knowledge, producing English oral　summary or questions of reading comprehension in the program. Instruments were the　3　survey, the retrospective think-aloud and interview protocols, the teaching log, andoral-summary rubric. The findings provide empirical evidence for the sequential　change in the attitude and English oral skills over the program, and pedagogical　implications.