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題名 | A Study of the Relationship between Teachers' Characteristics and Students' Achievement in English Learning=教師人格特質與學生英文學習成就之探討 |
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作者 | 黎瓊麗; | 書刊名 | 美和技術學院學報 |
卷期 | 18 2000.08[民89.08] |
頁次 | 頁162-181 |
分類號 | 522.2、522.2 |
關鍵詞 | 前測; 問卷; 效度; 信度; 內容一致性; 逐字稿; 交互活動; 田納西量表; 賴氏人格測驗量表; Pilot study; Open code; Interaction; Tennessee self concept scale; Lai's personality test; Questionnaire; Validity; Liability; Reliability; |
語文 | 英文(English) |
中文摘要 | 本研究在探討教師的人格特質與學生學習英文之相關性,本研究中作者首先使用教師人格特質與學生學習關係之問卷來進行前測,之後以效度、信度、內容一致性之標準刪除不適當的項目而得一新問卷,再配合田納西自我概念量表、賴氏人格測驗量表、及來進行此項計畫;此外,作者將研究對象的上課情緒進行錄影及錄音,並將上課內容以逐字稿方式分析教師與學生使用語言的型態與師生的交互活動;此項研究的目的是為了瞭解傳統的英語教學研究中,於教學活動中影響教學成果的因素除了教材的深淺、教材的活潑性、上課的時段、上課的模式之外,教師的人格特質是否與學生的學習成就有直接或間接的關係;由此研究分析所得的資料後得知活發、外向、具領導力與親和力的教師的確較能提高學生學習的慾望與動機,此外,在教學與學習的活動過程中師生雙方也較能得到成就感;此研究希望能從不同的角度來探究臺灣英語教學中所面臨的問題,並進而提供英語教學者不同的觀點來改善英語教學;雖然一個教師的人格特質很難改變,但是至少從此項研究得知,若教師能善盡發揮本身可引發學生學習動機與興趣的特質,相信英語教學活動得以展現不同的面貌,而非永遠一成不變。 |
英文摘要 | The purpose of this study is to determine whether teachers' characteristics are related to students' English learning. A 26-question teaching-learning questionnaire was designed as a pilot study to explore the relationship between an English teacher's characteristics and personalities and students' learning achievement and desire. According to the validity, liability, and reliability of every item in the questionnaire, the author deleted two items to get a new 24-question questionnaire. At the same time, Tennessee Self Concept Scale and Lai's Personality Test were applied to determine teachers' characteristics and personalities. Next, the author videotaped and open coded the interactions between teachers and students in the whole instructional activities, and further collected and analyzed the data, and finally came to the conclusion that teachers' personalities and characteristics are much related to students' learning motivation and achievement. In addition, the author found that an active, stable, leading teacher would enhance students' learning desire and achievement. As we know, it is very difficult for a teacher to change his or her characteristics completely. However, at least, teachers could know which parts of his or her characteristics are good for students' learning or not appropriate. And if an English teacher would stress his or her personal strengths in teaching activities, English teaching and learning would be much happier and more efficient. Maybe this study would provide us with a different direction and perspective in better understanding students' learning achievement and frustration. And then we might find a new and right way to solve the problems in English teaching and learning in Taiwan. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。