國中教師自我概念.教學信念與教學效能之相關研究-----以澎湖縣為例

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國中教師自我概念.教學信念與教學效能之相關研究-----以澎湖縣為例
著者: 林亨華
吳新華; 教師在職進修課程與教學碩士學位班
主題: 國中教師; 自我概念; 教學信念; 教學效能
描述: 摘要本研究旨在於透過國中教師的自我概念、教學信念與教學效能問卷調查，藉以瞭解國中教師自我概念、教學信念與教學效能間的角色覺知與教學成效間差異之現況及相關情形，並根據研究結果提出建議，期能協助國中教師提升教學效能及自我角色調整，做為教師自我教學策略調適，達成有效教學目標之參考。本研究採文獻分析法及問卷調查法。首先蒐集國內外相關理論探討分析，以了解教師的自我概念、教學信念與教學效能的內涵，做為研究之基本架構。以澎湖縣現職之國中教師，採全面調查計抽出樣本262人，回收問卷254份，回收率達95.80%，全為有效問卷。研究工具為「國中教師自我概念、教學信念暨教學效能問卷」，內含：自我概念、教學信念暨教學效能三種。統計採因素分析、t考驗、單因子變異數、積差相關、典型相關、多元逐步迴歸分析等方法。研究結果如下：一、現今澎湖縣不同背景變項之國中教師其自我概念、教學信念、教學效能都傾向於進步取向的顯著水準。二、不同背景變項國中教師之自我概念、教學信念、教學效能有差異。三、自我概念與教學信念有顯著相關，高分組優於低分組。四、國中教師在「教師自我概念」各層面、整體面與其在「教學效能」各層面、整體面的相關達顯著五、國中教師之自我概念、教學信念對教學效能提昇的交互作用達顯著六、國中教師之自我概念、教學信念與教學效能有典型相關存在七、國中教師的背景變項、自我概念與教學信念，能有效預測教學效能之落實與提昇針對研究結果提出下列建議：壹、對教育行政機關之建議一、教育革新宜先凝聚共識，調整教師自我概念、教學信念形成教育願景二、偏遠離島地區之教育資源應整體規劃三、教育優先區方案的推動應以學生學習為優先考量四、適切改善偏遠離島教師教學進修管道及交流管道五、教材的獲得應予以適當補助貳、對於師資培育機構之建議一、掌握教育革新脈動落實師資之專業背景教育二、師資培育宜精準品質管理確保教學信念之合宜三、教育實習教學歷練應雙管齊下加強教學效能的提升四、適度遴選偏遠地區學生培養成為優良師資返鄉服務參、對於地方主管教育機關之建議一、調整師資分配，均衡城鄉發展二、爭取保送師範師資名額，確保離島教學品質三、籌措經費，拓展教師進修管道，提升教學效能四、教育經費專款專用，改善教學設施肆、對於學校教育行政之建議一、傳達教育新知，整合並提供教學資源二、改善學校教學環境，提升教師教學品質三、辦理新進教師知能研習，落實經驗傳承四、健全學校組織運作，建構支援教學網絡五、改變教師心智模式，型塑學習型組織，建構教學團隊伍、對於國中教師自我本身之建議一、透過親師合作了解自己隱含之自我概念、教學信念二、時時反省深思，修正自我概念、教學信念三、做好良好人際關係，透過同儕視導，提升自我教學效能四、充實進步取向之自我概念、教學信念，加強專業知能提升教學效能五、加強自我進修，塑造良好專業形象陸、未來研究之建議一、研究方法方面二、研究對象三、研究變項四、研究內容方面於上述四方面做檢討，以為未來研究改進之參考。
The Study of Junior High School Teachers’ Self-Concept, Teaching Belief and Teaching Effectiveness─Taking Penghu County as an Example Advisor: Professor Shin-hua Wu Student: Heng-hua Lin Abstract The main purpose of this study is to understand the current condition and correlation of the differences in the consciousness of their own roles and teaching outcomes resulting from junior high school teachers’ self-concept, teaching belief and teaching effectiveness through questionnaires concerning junior high school teachers’ self-concept, teaching belief and teaching effectiveness. Furthermore, this study will propose suggestions according to the conclusions in the hope of helping junior high school teachers to enhance their teaching effectiveness and adjust their own roles; it can be used as a reference of the teachers’ personal adjustment of teaching strategies to achieve effective teaching. The objectives listed above, this study adopts the methods of literature review and questionnaires. First, related international and domestic theories are collected to understand the true meaning of teachers’ self-concept, teaching belief, and teaching effectiveness, which is used as the study’s basic structure. The subjects were teachers currently teaching in junior high schools in Penghu County and an overall investigation was conducted. 262 teachers were taken as samples and 254 copies of the questionnaire were retrieved. The rate of questionnaire retrieval reached 95.80%, and all of them were valid. The research method is “Teachers’ Self-Concept, Teaching Belief and Teaching Effectiveness Questionnaire,” which includes three types: self-concept, teaching belief and teaching effectiveness. The following methods: factor analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, multiple stepwise regression analysis, etc. are adopted in the analysis of statistics. The following conclusions are made: 1. As far as the diverse background variables in Penghu County at present are concerned, the self-concept, teaching belief, and teaching effectiveness of junior high school teachers show the tendency of clear progression. 2. Teachers with diverse background variables demonstrate differences on self-concept, teaching belief, and teaching effectiveness. 3. The association between self-concept and teaching belief of the high score group is stronger than that of the low score group. 4. There is remarkable connection between junior high school teachers’ per factor and overall conditions regarding “teachers’ self-concept” and “teaching effectiveness.” 5. The reciprocal effect of self-concept and teaching belief of teachers in junior high schools is clearly associated with the promotion of teaching effectiveness. 6. Self-concept and teaching belief of teachers in junior high schools have typical correlation with teaching effectiveness. 7. The background variables, self-concept, and teaching belief of teachers in junior high schools can be used to effectively predict the implementation and promotion of teaching effectiveness. According to the conclusions, the following suggestions are made: 1. Suggestions for educational administrational organizations: (1) Educational reforms should have common consensus and regulate teachers’ self-concept and teaching belief to form educational goals. (2) The educational resources of remote islands should be planned as a whole. (3) The practice of “Education Priority Areas” should give priority to students’ learning. (4) Appropriate improvement should be made regarding the advanced study channels and communication of teachers on remote islands. (5) Appropriate subdivision should be given to the acquisition of teaching materials. 2. Suggestions for teachers’ training organizations: (1) Pay attention to educational reforms and fulfill professional background education of teachers’ training. (2) Manage the good quality of teachers’ training to ensure their teaching belief is appropriate. (3) Work on both educational interning and practicing teaching and promote teaching effectiveness. (4) Appropriately select students from remote areas to be cultivated into good teachers who can serve in their hometown. 3. Suggestions for local government educational organizations: (1) Adjust and balance teachers’ distribution in the city and country. (2) Strive for the recommended openings of teachers from normal universities to ensure the teaching quality in remote islands. (3) Raise funds to broaden the channels of teachers’ advanced study and improve teaching effectiveness. (4) Educational funds are used for specific educational purposes in order to improve teaching facilities. 4. Suggestions for educational administration in school: (1) Communicate new educational information, and integrate and supply teaching resources. (2) Improve teaching environment in school and improve teachers’ teaching quality. (3) Hold knowledge seminars for new teachers to carry out the inheritance of teaching experience. (4) Operate a sound school system and set up supportive teaching network. (5) Alter teachers’ mental modes, form learning organizations and set up teaching teams. 5. Suggestions for teachers themselves in junior high schools: (1) Understand the hidden self-concept and teaching belief through the cooperation between parents and teachers. (2) Introspect oneself constantly and correct self-concept and teaching belief. (3) Keep good interpersonal relationships and promote personal teaching effectiveness through colleagues’ supervision. (4) Obtain positive self-concept and teaching belief and enhance personal teaching effectiveness. (5) Attempt more further study to form good professional image. 6. Suggestions for future research: (1) Research methods (2) Research subjects (3) Research variables (4) Research content Reviews are made according to the four aspects above as reference to improve future research.
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建立日期: 2003
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5138
資源來源: NUTN IR

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國中教師自我概念.教學信念與教學效能之相關研究-----以澎湖縣為例

林亨華吳新華; 教師在職進修課程與教學碩士學位班 2003

正在檢索遠程資料庫，請稍等

國中教師自我概念.教學信念與教學效能之相關研究-----以澎湖縣為例

林亨華 吳新華; 教師在職進修課程與教學碩士學位班 2003

正在檢索遠程資料庫，請稍等

林亨華吳新華; 教師在職進修課程與教學碩士學位班 2003