國民小學教育學程學生教育專業認知之研究

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題名:
國民小學教育學程學生教育專業認知之研究
著者: 郭芳朱; Kuo, Fang-Chu
顏火龍; 教師在職進修學校行政碩士學位班
主題: 教育專業; 教育專業認知; 國小教育學程; 教育學程; education professional; education professional cognition; elementary teacher education program; teacher education program
描述: 本研究旨在瞭解國民小學教育學程學生教育專業認知的內涵及現況，以及探討不同背景變項的教育學程學生，其教育專業認知的差異狀況。研究的母群為全國一般大學國小教育學程學生，研究樣本為現行選修長榮管理學院國小教育學程的學生，研究方式為對長榮管理學院國小教育學程的全體學生進行調查，以劉春榮教授（民86）編撰的「教育專業認知量表」作為研究工具，以SPSS for Windows作為進行資料分析的工具，以單因子變異數分析以及t考驗的統計方法進行資料分析，研究所得結論歸納如下：一、就整體的教育專業認知程度而言，教育學程的學生有著相當正向的表現。二、教育學程學生男女生的教育專業認知並無顯著差異。三、就專業類科而言，教育學程學生在整體的教育專業認知及各分量表中未有著顯著的差異。四、教育學程修習不同學分數的學生，均未在教育專業認知的任何向度具有顯著差異。根據上述結論，本研究提出以下幾項建議：一、教育專業課程的設計重質不重量：教育專業課程的設計上應有更為嚴謹，使得教育學程學生能按部就班的累積對教育專業的認知。二、篩選教育學程學生的方式首重內在動機：篩選學生方式各校不同，宜以任教的內在動機為優先考慮。三、建立一般大學與師範校院共同培育的合作模式：未來在教育實習、在職進修與輔導方面，仍須持續不斷的加以努力，應和師範校院有更多的經驗交流。四、對未來研究方向的建議：未來如果能進行縱貫的研究，更能明確的瞭解多元師資培育的成效。
The study mainly aims at realizing the present statue and cultivation of education professional cognition of those students who major in elementary teacher education program and researching the differentiations among those students’ education professional cognition under various background varieties. The researched population focuses on nationwide university students studying in elementary teacher education program; the researching sample comes from the students who currently major in elementary teacher education program at Chang Jung Christian University. The study carries out a research on all of these students and utilizes research tools of the book “Education Professional Cognition List” by Professor Liu, Chun-Jung (1997) and SPSS for windows and the statistics methods of single-factor variety analysis and t-test for data analyses, the results are concluded as follows： 1.It produces positive characteristics for the overall education professional cognition levels of those students. 2.There is no significant difference between femal and male students, education professional cognition. 3.To professional courses, there is no significant difference between the overall education professional cognition and respective scales of students. 4.There is no significant difference in any dimension of the overall education professional cognition among those students who take electives in different courses. The study, based on the aforementioned conclusions, further proposes the following suggestions： 1.The quality of designs for professional education courses matters more than the quantity : the course, therefore, designs of professional education should be more serious, so that those students are able to gradually accumulate their specialized educational knowledge. 2.The selections of students should emphasize their internal motives : although the selections of students vary at universities, the internal motive for being a teacher of a student should be a first priority to be considered. 3.A kind of cooperative model between general universities and Teachers colleges/universities should be established: more experience exchanges with Teachers schools as well as the continuous efforts in the fields of practical education, on-job training, and counseling should be made. 4.Our suggestions to the future study directions: to make a deep understanding of cultivating diversified teacher efficiency, we should proceed throughout and sustained researches for the future.
碩士
建立日期: 2002
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4962
資源來源: NUTN IR

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國民小學教育學程學生教育專業認知之研究

郭芳朱; Kuo, Fang-Chu 顏火龍; 教師在職進修學校行政碩士學位班 2002

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