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題 名 | 教學行動研究對國小教師自評教學效能影響之研究=The Impact of Teaching Action Research on Elementary Teachers' Self-Appraisal Instructional Effectiveness |
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作 者 | 張德銳; 李俊達; | 書刊名 | 初等教育學刊 |
卷 期 | 26 2007.04[民96.04] |
頁 次 | 頁1-21 |
分類號 | 520.31 |
關鍵詞 | 行動研究; 教學行動研究; 教學效能; Action research; Teaching action research; Instructional effectiveness; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究欲探討國小教師參與教學行動研究之後,對其自評教學效能的影響。為達上述目的,研究主要採不等組前後測準實驗設計,半結構訪談為輔。本研究有效樣本共126人,實驗組及控制組各站63人,訪談對象則立意取樣實驗組中的17人。所得資料經分析後獲得如下結論:經過教學行動研究研習與實作, 1.實驗組教師在「教學清晰」領域之教學效能雖較控制組為佳,但並不明顯。 2.實驗組教師在「活潑多樣」領域之教學效能,明顯優於控制組的進步情形。訪談結果也顯示實驗組教師更可應用各種教學方法,促使教學更加活潑。 3.實驗組教師在「有效溝通」領域的得分進步情形顯著優於控制組。訪談結果呼應問卷調查結果。 4.實驗組與控制組教師在「班級經營」領域得分進步情形達顯著差異。訪談結果發現,教師經過行動研究之後,班級經營更有條理及成效。 5.實驗組與控制組教師在「掌握目標」領域得分達顯著差異。訪談結果顯示教師更能掌握教學目標,並協助學生達成預期學習效果。 6.實驗組教師在「整體教學」的得分顯著優於控制組,達統計上之顯著水準。 最後,根據研究發現,提出相關建議,俾供國民小學、教師、以及未來研究之參考。 |
英文摘要 | The purpose of this study was to examine the impact of teaching action research on self-appraisal instructional effectiveness of elementary teachers. A multiple research design was employed in the study. An experimental design was used to verify if there was a different impact on self-appraisal instructional effectiveness for elementary teachers about teaching action research. The subjects consisted of 126 elementary teachers, 63 in the treatment group and 63 in the comparison group. In addition, a semi-structured interview was conducted to collect the perceptions of the elementary teachers about the influence of teaching action research on their self-appraisal instructional effectiveness. The conclusions of this study are as follow: (l) There are significant differences in teacher self-appraisal in four domains between the treatment group and comparison group. (2) There are significant differences in teacher self-appraisal in general instructional effectiveness between the treatment group and comparison group. According to the research findings, the author proposes several suggestions for elementary schools, elementary teachers, and further studies respectively. |
本系統中英文摘要資訊取自各篇刊載內容。