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NCUEIR > College of Education > Graduate Institute of Education > Dissertations and Theses > Item 987654321/6603

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Title:	國中英語教師課程意識與教學實踐關係之研究
Other Titles:	The relationship between curricular consciousness and pedagogical praxis of middle school English teachers
Authors:	吳盈潔
Contributors:	林素卿吳盈潔 Wu Ying-Jie
Keywords:	國中英語教師;課程意識;教學實踐 Middle school English teacher;curricular consciousness;pedagogical praxis
Date:	2006
Issue Date:	2010-12-03
Description:	碩士教育研究所
Abstract:	摘要本研究之主要目的在探究中部地區國中英語教師之課程意識與教學實踐之相關。首先，探討不同背景變項之國中英語教師在課程意識與教學實踐上的差異情形。然後再分析國中英語教師課程意識與教學實踐的相關情形。本研究採問卷調查法，以中部地區六縣市（苗栗縣、台中縣、台中市、南投縣、彰化縣、雲林縣）公立國中英語教師共有495人為研究對象。研究工具包括「課程意識量表」及「教學實踐量表」二部份。所得資料採用描述統計分析、t檢定、單因子變異數分析、積差相關分析等方法進行統計處理。本研究獲得如下結論：一、不同性別、年齡、任教年資、學歷背景、畢業科系、學校規模、學校地區之國中英語教師在課程意識沒有顯著的差異存在。二、不同年齡和學校規模之國中英語教師在教學實踐上有顯著差異，其他不同背景變項在教學實踐方面則無顯著差異。三、不同課程意識之國中英語教師在教學實踐上有顯著差異。四、國中英語教師之課程意識與教學實踐有顯著正相關。本研究最後根據研究結果提出各項建議，以供實務應用以及未來研究之參考。關鍵詞：國中英語教師、課程意識、教學實踐 The Relationship between Curricular Consciousness and Pedagogical Praxis of Middle School English Teachers Ying-Jie Wu Abstract The main purpose of this study was to investigate the relationship between curricular consciousness and pedagogical praxis of middle school English teachers in central area of Taiwan. First, this study examined the effects of different background variables on the main variables. Furthermore, this study analyzed the relationship between English teacher’ curriculum consciousness and pedagogical praxis. A total of 495 middle school English teachers selected from public middle schools in central Taiwan responded to a set of instruments including the Curricular Consciousness Scale, and the Pedagogical Praxis Scale. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, and Pearson Product-moment Correlation. The findings of the study were summarized as follows: 1. There were no significant differences found in each factor of curriculum consciousness in different background variables of middle school English teacher. 2. There were significant differences in middle school English teachers’ pedagogical praxis concerning age, and school size level. As for other background variables, none significant difference was found. 3. There were significant differences in middle school English teachers’ pedagogical praxis concerning three factors of curriculum consciousness. 4. There were significant correlations between curricular consciousness and pedagogical praxis of middle school English teachers. Finally, some suggestions for teachers, schools, teacher education, and educational officials were proposed according to the results. Keywords: Middle school English teacher, curricular consciousness, pedagogical praxis.
Appears in Collections:	[Graduate Institute of Education] Dissertations and Theses

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