查詢結果分析
相關文獻
- 任教年資在幼稚園教師教學角色認同及踐行分析
- 山地/平地國中教師不同任教年資之專業精神與教學態度之差異情形
- 初任教師成就目標導向及其教學承諾之研究:以幼稚園教師為例
- 初任教師教學信念與其教學表現之研究:以幼稚園教師為例
- Beginning Teachers' Experience of Being Spurned, Coping Style, Stress Preparation, and Burnout
- 不同任教年資、專業訓練資優班教師專業能力之比較研究
- 國小教師體育教學態度及其相關因素的研究
- 幼稚園教師教學動態分析研究
- 國小自然科教師教學個案研究--教師背景與教學之探討
- 初任幼兒教師實際知識發展之研究
頁籤選單縮合
題 名 | 任教年資在幼稚園教師教學角色認同及踐行分析=The Effect of The Kindergaten Teachers' Teaching-Year on the Identification& Performance of Teaching Roles |
---|---|
作 者 | 黃意舒; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 25 1994.06[民83.06] |
頁 次 | 頁343-374 |
分類號 | 523.26 |
關鍵詞 | 幼稚園教師; 任教; 年資; 教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的主旨為探討幼稚園教師的年資在教學角色認同及踐行之影響,自編的問卷包含教學設計、教學準備、教學實施、教學評量、幼兒輔導五個分量表,教學設計包括活動選擇、活動組織,教學準備包括環境佈置、教材教具準備,教學實施包括教學技巧、教學領域,教學評量包括實際評量、應用評量,幼兒輔導包括關係建立、瞭解幼兒。 年資使教學角色認同加強之變項:相關係數顯示關係建立及教學評量的認同與年資無關,其他各教學角色變項之認同則與年資呈正相關。變異數分析及區別分析顯示,這些變項的角色認同在前五年並未明顯加強,但在任教年資期別則顯示:資深教師的環境佈置角色認同有明顯加強,諮詢教師之教學設計及教學技巧之認同有明顯加強。 教學角色踐行容易度因年資而改進情形:相關係數顯示只有建立關係一項的踐行與年資無關,其餘變項的踐行與年資都有相關。變異數分析及區別分析顯示,活動組織、環境佈置、教學技巧實施、瞭解幼兒四個項目的踐行容易使在前五年間便有顯著的改進及重要的區別,以任教第五年的幼稚園教師較任教第一及第二年覺得容易;在任教年資期別間,諮詢教師的各教學變項之踐行容易使為最容易,新進教師則為最難,而適應教師與資深教師的教學踐行容易使在十個教學變項之踐行沒差異。 根據研究結果,提出下列建議:務實教學評量的理論與實務的結合。重視諮詢教師的教學心得。重視諮詢教師及資深教師的環境佈置心得。加強貿習生在活動組織、環境佈置、教師技巧實施、瞭解幼兒之經驗。建立幼稚園帶班老師的晉級制度。任教六年至十年的教師需要在職進修。 |
英文摘要 | The purpose of this study is to investigate the effect of the kindergaten teachers' teaching-year on the idenification and performance of teaching roles. The kindergaten-teaching-role scales are teaching-design scales, teaching-preparing scales, teaching-practicing scales, teaching-evaluation scales, children-guidance scales. Teaching-design scales include activity-choice and activity-organization, teaching-preparing acalesinclude learning-environment maintaining and instruction-materials surporting, teaching-practicing scales include teaching-skills practicing and teaching-subjects practicing,teaching-evaluation scales include evaluation-practicing and evaluation applying, children-guidance scales include relationship setting-up and children-understanding. Teaching-year makes the changes on the teaching role identification: Besides relationship setting-up and teaching-evaluation, there are positive coi relations between teaching-year and the other each teaching variable. MANOVA and Discriminant analysis show that there are no difference among the first-five-year teachers' role identification; but they show that there are improving changes of the seniority-teachers' role identification of the learning-environment maintaining and adivisor-teachers' role identification of the teaching-design and teaching-skills practicing. Teaching-year makes the changes on the teaching role performance: There are significantly correlative between teaching-year and each teaching-role variable. MANOVA and Discriminant analysis show that there are improving changes amongthe first-five year teachers' role performance of activity-organization, learning-environment maintaining' teaching-skills practicing, and children-understanding. Theyalso show that there are improving changes among professional growing-stage teachers'role performance. The study gives following suggestions: The theory and practice of teaching-evaluation must be applied on kindergaten teaching. The adiviser-teachers' andseniority-teachers' experiences can be helpful for novice-teachers and adjustingteachers. Improve the student teachers' competence of activity-organization, learning-environment maintaining' teaching-skills practicing, and children-under-standing. Set up the system of kindergaten teachers' promotion. The teachers have tohave inservice-education after five teaching years. |
本系統中英文摘要資訊取自各篇刊載內容。