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| <DIV class=comText>最近超額的問題弄得整個桃園縣小學的資淺教師人心惶惶,超額辦法在保障工作權與現實教育環境需求教師人力間拔河! 究竟是老師的飯碗比較重要, 還是教師的專業能力與工作熱忱比較重要?
看過一篇研究報告, 私立學校因為面對招生的壓力, 辦學的績效比公立學校好(這是全世界共同的現象). 當然這中間有許多主, 客觀的因素所造成! 面對"超額" 這個問題, 對整個教育體制是個危機, 但也是個轉機, ...讓教育工作者再次去省思這個"體制"的問題.
請看看這篇研究報告裡(see below), 馬來西亞對英語教育的處理方式. 所有法律的制定有它的時空背景, 當整個環境產生了劇烈的變化, 我們還要守著不合宜的法條, 日復一日的從事己跟不上時代變化的教育嗎?所有被這個條文保障的老師只會安穏,沒有危機意識, 不求進步的在從事這份工作. 這對學子而言不是"福氣". </DIV><DIV class=comText> </DIV><DIV class=comText>請重視一位老師的"專業"能力與工作熱忱. 我們應該留下在各個領域裡, 不斷在求進步並對這份工作有熱忱的老師(雖然這很難用具體的評量辦法評出), 這才是學子之福, 台灣的未來也才有希望!</DIV><DIV class=comText> </DIV><DIV class=comText><DIV class=comText>Kahori Sakane Daily Yomiuri Staff Writer
OSAKA--Moses Samuel, an associate professor at the University of Malaya, stressed at a recent convention that securing qualified teachers with sufficient English skills and creating proper learning environments are the keys to successful early-years English education.
During his keynote speech at the annual three-day convention of the Japan Association of College English Teachers, held last month at Kansai Gaidai University in Hirakata, Osaka Prefecture, Samuel talked about the challenges Malaysia faced when the country's national schools started to teach first-grade through 12th-grade science and math in English instead of Malay.
In Malaysia, English was introduced as a colonial language, as was the case in many Asian countries. When the nation became independent from Britain in 1957, some schools kept teaching in English, while others switched to Chinese, Tamil or Malay.
In the wake of race riots in 1969, people began using Malay as a tool to foster national unity, and leading schools that still taught in English gradually shut down after 1971.
Malay replaced English as the language of instruction at the university level by 1983, and the linguistic nationalism of the 1970s and '80s saw English demoted from a medium of instruction to just another subject in the school curriculum, according to Samuel.
With rapid economic growth and the increasing impact of globalization, however, Malaysia began rethinking the role of English in national development goals and instructed public schools to use English when teaching science and math.
"One big problem is getting the [best qualified] teachers," says Samuel.
The years of linguistic nationalism meant the generation then growing up had fewer opportunities to learn English, reducing the number of Malaysians who now speak the language fluently. As a result, the government is rehiring retired teachers who were educated in English and also is importing teachers from other nations, such as Britain and the Philippines.
To raise the quality of teaching, the foreign teachers often serve as district educational officers who help local teachers from neighborhood schools improve their English. The government also provides scholarships to send teachers to other countries to hone their English skills.
"We also give special allowances for English teachers--5 to 10 percent more salary--if you teach in English, to provide an incentive," he said.
Despite such efforts, Malaysian newspapers are full of stories blaming teachers for poor educational standards. "What's happening now all over the world is starting [English education] earlier, but it all depends on whether you have the right teachers," he said. "Though we start it earlier, how we cope with the quality and how we can get the number of teachers, that's the real challenge."
....more
http://www.yomiuri.co.jp/dy/features/language/20061005TDY14003.htm</DIV>
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