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| 題名: | 國小教師教學信念、教學行為與學生學習適應之研究-以彰化縣為例 |
| 其他題名: | A study on Elementary school teachers’ teaching belief, teaching behavior and students’ learning adjustment in Changhua county |
| 作者: | 李志偉 |
| 貢獻者: | 王智弘
李志偉 |
| 關鍵詞: | 教學信念;教學行為;學習適應
teaching belief;teaching behavior;learning adjustment |
| 日期: | 2009
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 本研究旨在探討國小教師教學信念、教學行為與學生學習適應現況與關係，其研究目的有五：一、暸解彰化縣立國小教師教學信念與教學行為現況。二、暸解彰化縣立國小學生學習適應現況。三、探討不同教師背景變項的彰化縣立國小教師教學信念與教學行為之差異情形。四、探討不同學生背景變項的彰化縣立國小學生學習適應之差異情形。五、探討彰化縣立國小教師教學信念對教學行為之預測力。
為達成上述目的，本研究採用問卷調查法，採用修訂之「國民小學教師教學信念問卷」、「國民小學教師教學行為問卷」與「國民小學學童學習適應問卷」作為研究工具。並以彰化縣立國民小學高年級教師與學生為樣本母群體，隨機抽取511位高年級教師與501位高年級學生作為研究樣對象。經資料搜集完畢後，以描述性統計、獨立樣本t考驗、單因子變異數分析、逐步多元迴歸進行統計分析。
本研究主要研究發現如下：
一、國民小學教師教學信念現況，屬於良好程度。
二、國民小學教師教學行為現況，屬於良好程度。
三、國民小學教師學習適應現況，屬於良好程度。
四、國小教師教學信念，因教師年齡、最高學歷、班級規模不同，而
有顯著差異。
五、國小教師教學行為，不因背景變項不同，而有顯著差異。
六、國小學生學習適應，不因背景變項不同，而有顯著差異。
七、國小教師教學信念對教學行為有預測力，「學生差異」是主要預
測變項。
根據上述結論，本研究提出下列建議：
壹、對教師之建議：
一、教師應重視教學信念與教學行為的關係，以教學信念引導教學
行為。
二、多向資深教師請益。
三、教師應不斷充實自我，提升教學信念。
貳、對教育有關單位之建議：
一、學校主管單位應鼓勵教師從事專業進修。
二、學校應加強學生學習適應。
參、對未來研究者之建議：
一、在研究對象上，可擴及其他縣市或其他學齡樣本。
二、在研究變項上，可新增其他背景變項，如學生家庭社經地位。
三、在研究方法上，可兼採質性研究方法。
關鍵字：教學信念、教學行為、學習適應
This research aimed at developing the relationship among elementary teachers’ teaching belief, teaching behavior, and students’ learning adjustment. The purposes of this study were : 1. To understand the status quo of the teachers’ teaching belief and teaching behavior in Changhua county elementary schools. 2. To understand the status quo of students’ learning adjustment in Changhua county elementary school. 3. To reveal the differences of teaching belief and teaching behavior in terms of various demographical backgrounds. 4. To reveal the differences of learning adjustment of students originated from their demographical backgrounds. 5. To reveal the predictability of teachers’ teaching belief to teaching behavior in Changhua county elementary schools.
This study adopted questionnaire survey and uses revised「The questionnaire of elementary teachers’ teaching belief」,「The questionnaire of elementary teachers’ teaching behavior」and「 The questionnaire of elementary students’ learning adjustment」as instruments. This study aimed at fifth and sixth graders’ teachers and students in Changhua county elementary school as target population and randomly selected 511 teachers and 501 students as study participants. Descriptive statistics, independent sample t-test, one-way ANOVA、stepwise multiple regression were employed to analyze collected data..
The major results of this research are as follows:
1. The status quo of elementary teachers’ teaching belief, teaching behavior, elementary students’ learning adjustment were shown at high level by the study
instruments.
2. Elementary teachers’ teaching belief were different by teachers’ age, the highest education degree pursued, and class size.
3. Elementary teachers’ teaching belief was the good predictor of teaching behaviors, and student diversity is the good predictor of teaching behaviors.
According to the above results, the following suggestions are proposed in this study:
1. Suggestions for teachers:
(1) Teachers should emphasize the relationship between teaching belief and teaching behavior.
(2) Junior teachers consult with senior teachers more about how to achieve teaching excellence that was driven by teaching belief.
(3) Teachers should attend in-service continuing education programs to fructify their teaching belief.
2. Suggestions for educational authorities that may concerned:
(1) Elementary school teachers should be encouraged to participate in professional development programs.
(2) Schools should enhance students’ learning adjustment.
3. Suggestions for future study:
(1) As to research subjects, the sample could be expanded to other cities or counties of a wider student grade range.
(2) As to research variables, more the background ariables could be considered, such as student families’ socioeconomic status.
(3) As to research method, the qualitative research method could be also employed in the study to compensate for the weakness the inherited from quantitative study.
Keyword: teaching belief, teaching behavior, learning adjustment. |
| 顯示於類別: | [教育研究所] 博碩士論文
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