A Study on Primary School' Bimodal Distribution of English Results-A System Dynamics Perspective
| Autor: | SHIH, HUI-WEN, 石惠文 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 In recent years, students' English abilities in Elementary school were showed as “bimodal distribution", which represented that students with excellent and poor English abilities were majority in a class. Thus, this polarization phenomenon had led to the difficulty in teaching and learning in class. A study of the cause was divided into two parts: non-educational and educational factors. The non-educational factor was that when the whole social class presents M-shape society, this phenomenon will reflect expectation and investment on education, and will bring out the M-type academic performance. The educational factor, on the other hand, included policy differences. Due to different education policies vary by each city and county, the time for starting English learning was different, which resulted in a different footing. Furthermore, In terms of quality of teachers, the insufficient qualified English teachers and the lack of professional teaching knowledge for some English teachers would influence the performance of English teaching. Still, there were some problems with the aspect of English curriculum and teaching such as: the lack of English lessons, English teachers received less support and cooperation from main classroom teachers, and some students had low motivation and willingness for learning. The above problems caused bimodal distribution of English learning, and got worse as students’ grades growing. Therefore, this phenomenon of educational problem is urgent to be solved, and that is the challenge for English teaching as well. It is especially important that the driving factor of causing bimodal distribution must be controlled accurately. As a result, this study will discuss the relevant factors of bimodal distribution that influence English abilities in Elementary school by system dynamics, secondary qualitative study, and literature survey. According to the documentation, the factors of bimodal distribution that influence English abilities in Elementary school were divided into three dimensions: the differences of semester scores, the differences of learning style in a class, and the differences of teacher’s teaching performance. Then, a system dynamics model was constructed with the causal loop diagram that showed from the above three dimensions. In order to eliminating the bimodal distribution of English scores in Elementary school, three suggestions were provided from this study as the following. First, to the primary English teacher: mining group cooperative learning method,to conduct remedial English teaching,to take multivariate assessment ; Second, to the the administration at school: establish a sound support, conduct group teaching in order to solve the plight of students with varying degrees, then to draw Family’s attention to English education more greatly. Third, to the competent authority: organize professional English learning, reduce administrative work, enhance teacher professional knowledge and ability in English |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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