頁籤選單縮合
題 名 | 中等學校教師創造思考、批判思考及其相關因素之研究 |
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作 者 | 鄭英耀; 黃正鵠; | 書刊名 | 教育學刊 |
卷 期 | 11 1995.06[民84.06] |
頁 次 | 頁145-198 |
分類號 | 523.65 |
關鍵詞 | 中等學校; 教師; 創造思考; 批判思考; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以240名(男145,女95)中學教師為對象,探討中學教師創造思考、批判思考及其相關因素間之關係,主要目的有四:(1)瞭解中學教師創造思考、批判思考之現況;(2)檢證Norris和Ennis良好思考構念;(3)探討教師人口變項、思考經驗、教學背景變項與創造思考、批判思考之關係;(4)探討中學教師思考與教學自我效能、學生控制意識間之關係。 所有受試均接受「華格批判思考量表」、「拓弄思創造思考測驗」(平行線、空罐子兩項活動)、「教學自我效能量表」和「學生控制意識量表」的測量。所得資料經以t檢定、積差相關、ANONVA、MANOVA和典型相關分析,結果顯示: 一、 中學教師之創造思考、批判思考分數較大學生和企業界人士為低。 二、 中學教師創造思考與批判思考二者間幾為零相關,與Norris和Ennis的良好思考構念不相符合。 三、 先在變項與教師思考之關係:(1)創造思考方面:語文精進力,女優於男;圖形精進力,以年齡39歲以下、任教年資15年以下者較佳;曾擔任資優班教學之教師在圖形創造力、語文流暢力和變通力較並。(2)批判思考方面:以年齡39歲以下、任教年資9年以下、曾選修實驗相關課程及在省轄市任教之教師其批判思考較佳。(3)中學教師先在變項與其創造思考、批判思考間具有顯著的典型相關,先在變項可透過三個典型因素解釋教師思考總變異量的12%。 四、 教師思考與教師行為的關係:中學教師創造思考、批判思考與其教學自我效能、學生控制意識的典型相關不顯著。 除此,本研究亦發現批判思考較佳或教學自我效能較高之中學教師,對學生教導態度向採人文監控。 本研究並進一步以徑路分析探討研究架構的適用性,並就職前與在職訓練師範教育制度提出若干建議。 |
英文摘要 | This study was to explore the relations between creative thinking, critical thinking and the related factors of secondary school teachers. Its major purposes were: (1) to understand the present situation of creative and critical thinking of secondary school teachers in Taiwan; (2) to ascertain the concept of "A good thinking" proposed by Norris & Ennis in 1989; (3) to investigate the relations between demographic variables, thinking experience, teaching background variables and critical thinking and creative thinking; (4) to investigate the relations between teacher thoughts, teaching self-efficacy and pupil control ideology. The subjects were 240 secondary school teachers (145 male, 95 female). 「Watson-Glaser Critical Thinking Appraisal, Form Zm」,「Torrance Test of Creative Thinking」,「Teacher Efficacy Scale」,「Pupil Control Ideology」were administered to the subjects. Data were analyzed by t-test, pearson product-moment correlation, ANOVA, MANOVA and canonical correlation. The main findings of the study were as following: 1. The test score of critical and creative thinking of secondary school teacher was lower than university students' and enterprisers'. 2. The relation between critical thinking and creative thinking were almost zero correlation. This result did not accord with the concept of "A Good Thinking" proposed by Norris and Ennis. 3. The relation between prior variables and teacher thoughts: (a) Creative Thinking: Female was superior to male in verbal elaboration; teachers under 39 years old or 15 years teaching were better in the graphic elaboration; teachers who had taught the gifted class were better in graphic creation, verbal fluency and flexibility. (b) Critical Thinking: Teachers who were under 39 years old or 9 years teaching, had selected experimental related courses or had taught in the city govered by province would be better in critical thinking. (c) There were obvious canonical correlations between prior variables, creative thinking and critical thinking. Prior variables would explain 12% of the total variances of teacher thoughts. 4. The relation between teacher thoughts and teacher behavior: Cannonical correlations between critical thinking, creative thinking and teaching self-efficacy of subjects and pupil control ideology were not significant. Besides, this study also discovered that a better critical thinking and higher teaching self-efficacy teacher of secondary school whose instructive attitude would tend to adopt humanity custodialism. |
本系統中英文摘要資訊取自各篇刊載內容。