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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6602

Title: 國民中學教師運用團隊學習策略對學校本位課程
Other Titles: A Study of the Effects of Junior High School Teachers’ Use of Team Learning Strategy on School-Based Curriculum Development
Authors: 陳素懷
Contributors: 陳聰文
Tsong- Wen Chen
陳素懷
su-huai chen
Keywords: 團隊學習;教師專業成長;學校本位課程;課程發展
Team Learning;Teachers’ Professional Growth;School-Based Curriculum;Curriculum Development
Date: 2004
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在了解教師團隊學習策略運用與教師參與學校本位課程發展的現況,探討不同背景變項之教師,在團隊學習策略運用對學校本位課程發展的影響,並分析教師團隊學習策略運用與學校本位課程發展的關係。
本研究以台灣中部四縣市之國中教師671人為研究對象。以教師團隊學習策略運用量表及教師學校本位課程發展量表為研究工具。所蒐集資料以描述統計、t考驗、單因子變異數分析、Scheffe事後比較、皮爾遜積差相關、典型相關及多元迴歸分析等方法進行統計分析。
本研究之主要發現如下:
一、國中教師最常運用的團隊習策略為積極參與策略及日常實踐策略,最少運用的策略類型是績效導向策略。
二、國中教師最常參與的學校本位課程發展為課程教材研發與課程教學評鑑,最少參與的發展類型是學校願景塑造。
三、國中教師團隊學習策略運用與學校本位課程發展現況,均屬於中上程度。
四、國中教師團隊學習策略運用,因性別、任教年資、學歷、擔任職務、任教地區不同,而有顯著差異。
五、國中教師參與學校本位課程發展,因性別、任教年資、學歷、任教地區不同,而有顯著差異。
六、國中教師團隊學習策略運用與學校本位課程發展有顯著相關。
七、教師較愈常使用積極參與策略、技術運用策略與績效導向策略者,其學校本位課程發展愈佳。
八、國中教師團隊學習策略運用愈佳,其學校本位課程發展愈佳。
九、國中教師團隊學習策略運用,對學校本位課程發展,具有顯著預測力。
本研究最後根據研究發現與結果,對教育實務工作者、教育行政機關及未來研究者提出具體建議。

關鍵詞:團隊學習、教師專業成長、學校本位課程、
課程發展
The main purpose of this study was to examine teachers’ use of team learning strategy and the current situation of teachers’ involvement in school-based curriculum development. From different background variables, this study investigated the effects of teachers’ use of team learning strategy on school-based curriculum development and analyzed the relationship between teachers’ use of team learning strategy and school-based curriculum development.
The subjects of this study were sampled from 671 junior high school teachers of four counties in the central part of Taiwan. The instruments of this study were teachers’ use of team learning strategy questionnaire and school-based curriculum development questionnaire. Data collected were analyzed with statistical methods such as descriptive statistics, t-test, one-way ANOVA, Scheffe method, Pearson’s product-moment correlation, canonical correlation and multiple regression.
The main findings of this study are as follows:
1. The most common strategy of team learning used by junior high school teachers are positive participation strategy and daily practice strategy. The least used one is efficacy-oriented strategy.
2. The most common involvement in school-based curriculum development for junior high school teachers is the development of curriculum and materials as well as the evaluation of curriculum and instruction.
3. The current situation of team learning strategy use and school-based curriculum development for junior high school teachers is at a medium-high level.


4. Junior high school teachers’ use of team learning strategy has significant difference due to variables including gender, years-of-teaching, degree, position, and school district.
5. Junior high school teachers’ involvement in school-based curriculum development has significant difference due to variables including gender, years-of-teaching, degree, position, and school district.
6. There is a significant correlation between teachers’ use of team learning strategy and school-based curriculum development.
7. The more often teachers use positive participation strategy, technique use strategy, and efficacy-oriented strategy, the more successful school-based curriculum develops.
8. The more effective team learning strategy is used, the more successful school-based curriculum develops.
9. Junior high school teachers’ use of team learning strategy is a significant predictor for school-based curriculum development.
Finally, the study offered constructive suggestions to education-practitioners, educational administrative organizations and future researchers for reference based on the findings and results of it.
Keywords: Team Learning; Teachers’ Professional Growth; School-Based Curriculum; Curriculum Development
Appears in Collections:[教育研究所] 博碩士論文

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