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題 名 | 國小資優班獨立研究教學品質之評鑑--以PZB服務品質模式應用為例=The Study on Instructional Quality Evaluation of Independent Study in the Gifted Class of the Elementary School--The Case of Applying the Service Quality Mode of PZB |
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作 者 | 陳育君; 謝建全; | 書刊名 | 資優教育研究 |
卷 期 | 2:2 2002.12[民91.12] |
頁 次 | 頁23-50 |
分類號 | 529.61 |
關鍵詞 | 資優生; 資優教育; 獨立研究; 教學品質; PZB服務品質模式; Gifted student; Gifted education; Independent study; Instructional quality; The service quality mode of PZB; |
語 文 | 中文(Chinese) |
英文摘要 | The purpose of this study were to evaluate the instructional quality of the independent study in the gifted class of the elementary school and to establish a set of evaluation index according to the service quality mode of PZB. There were 880 sixth grade students of the elementary school involved in this questionnaire. By means of t-test, one-way ANOVA and Games-Hoewll multiple comparison, the collected data were analyzed. The researcher drafted the interview outline to interview 17 teachers with instructional experiences on the independent study in the gifted classes. The major finding were as the following: 1.There were 59 evaluation indexes of the instructional quality of the independent study on the gifted class in elementary schools, included five constructs: "Resource Supply", "Reliability", "Responsiveness", "Assurance" and "Affinity 2.The gifted student in elementary schools had high expectation on the instructional quality of the independent study, especially the construct of "Affinity". 3.The gifted student in elementary schools had negative feelings on the instructional quality of the independent study. Such constructs as "Resource Supply", "Responsiveness" and "Assurance" were dissatisfied with the requirements of the students on independent study, especially "Assurance" needed to be improved. 4.The gifted students in elementary schools had "Gap" senses on the instructional quality of the independent study, among which the "Responsiveness" was the maximum. It was the most urgent to satisfy the learning demand of students on the independent study. 5.The "Gap" sense of the gifted student in elementary schools on the instructional quality of the independent study will differ with different variables of school. That means the index of concentrated class was higher than the distributed class, the index of central district was higher than the southern district, and the index of large-class scale was higher than the middle-class scale. 6.The reason why the "Gap" of the instructional quality of the independent study in the self-contained class was larger than that in resource class was the burden of "Pressure of Entrance Examination ". leading to the phenomenon that the students and teachers cannot concentrated on the independent study. |
本系統中英文摘要資訊取自各篇刊載內容。