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| 國小慈濟教師教學信念與教學行爲之研究=A Study of the Teaching Belief and Teaching Behavior of Tzu-chi Teachers at Elementary School | ||
| 作者 | 王美華 (著) ; 吳和堂 (著) |
|---|---|
| 出處題名 | 慈濟大學人文社會科學學刊=Tzu-Chi University Journal of the Humanities and Social Science |
| 卷期 | n.6 |
| 出版日期 | 2007.06.01 |
| 頁次 | 125 - 163 |
| 出版者 | 慈濟大學 |
| 出版者網址 | https://www.tcu.edu.tw/ |
| 出版地 | 花蓮市, 臺灣 [Hualien shih, Taiwan] |
| 資料類型 | 期刊論文=Journal Article |
| 使用語言 | 中文=Chinese |
| 附註項 | 作者單位： 王美華：高雄縣武仁鄉烏林國民小學教導主任 吳和堂：國立高雄師範大學教育系副教授 |
| 關鍵詞 | 慈濟教師=Tzu-Chi teachers; 教學信念=teaching belief; 教學行爲=teaching behavior |
| 摘要 | 本研究旨在探討慈濟教師教學信念與教學行爲之關係，採用問卷調查、晤談爲研究方法。問卷調查已502位慈濟教師爲樣本，參與晤談有10位慈濟教師：輔以晤談資料，以與量的結果相互印證。研究所得結論爲：1. 慈濟教師的教學信念高於平均數 2. 不同背景變項的慈濟教師在教學信念上有顯著差異。 3. 慈濟教師的教學行爲高於平均數。 4. 不同背景變項的慈濟教師在教學行爲上有顯著差異 5. 慈濟教師教學信念與教學行爲間有顯著相關 6. 慈濟教師教學信念能有效預測教學行爲，「學生差異」是主要的預測變項。 根據研究結果提出建議，一在慈濟教師方面：1. 加強專業進修與閱讀。 2. 多向資深教師請益。 3.加入教師團體，增強教學原動力。 4. 充實輔導知能，瞭解學生差異。 5. 培養以身作則的精神。 6. 重視情意教學的引導。 7. 適度參與行政事務。 二在行政方面：1. 學校提供行政支援。 2. 舉辦教師教學交流活動等建議，作爲教師教學改進之參考。 This study explores the relationship between the teaching belief and teaching behavior of Tzu-Chi teachers. Research methods are questionnaire survey and interview, the former sampled 502 Tzu-Chi teachers, the latter interviewed 10 of these. Conclusions are as follows: 1. Tzu-Chi teachers tend toward progressive teaching beliefs and behaviors. 2. Tzu-Chi teachers with diffrent background variables reach a significant level in the teaching belief and behaviors. 3. Teaching belief and teaching behavior of Tzu-Chi teachers are significantly correlated. 4. Teaching belief of Tzu-Chi teachers can effectively predict teaching behavior, and "student difference" is the major predictive variable. Based on these findings the following suggestions are put forward. Concerning Tzu-Chi teachers: 1. Strenghten professionalism and reading of relevant materials. 2. Junior teachers should take senior teachers as models. 3. Teachers should join Tzu-Chi teachers' groups to enhance teaching motivation. 4. Build pastoral ability through knowledge and awareness of student diversity. 5. Tzu-Chi teachers should present themselves as examples for others. 6. Emphasize the affective domain in teaching. 7. Attend properly to administrative issues. Concerning administration aspects: 1. Schools should provide administrative support. 2. (Schools should) host professional interest meetings for teachers. |
| 目次 | 壹、研究動機與目的 128 貳、文獻探討 129 參、研究設計與實施 135 肆、研究結果與結論 139 伍、結論與建議 154 參考文獻 159 |
| ISSN | 16849760 (P) |
| DOI | https://doi.org/10.29650/TCUJHSS.200706.0005 |
| 點閱次數 | 265 |
| 建檔日期 | 2023.04.17 |
| 更新日期 | 2023.04.17 |
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