研究發展處
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Item 線上閱讀研究之回顧與展望(國立臺灣師範大學, 2017-06-??) 劉宜芳; 柯華葳; I-Fang Liu; Hwa-Wei Ko隨著網路的普及,線上閱讀已成為重要的生活與工作能力,其內涵複合了閱讀與資訊及通訊技術(ICT)操作,並以搜尋、評估與整合為關鍵能力。我國及許多先進國家與國際評量均已著手推動線上閱讀相關的教育政策。本文以評量研究為基礎,回顧網路興起前後,資訊、資訊及通訊技術與閱讀素養衍生的定義變革,綜觀近20年線上閱讀能力的研究發現,與國內中文線上閱讀相關研究,提出對未來教育與研究的展望,以期深耕國內線上閱讀教育,培養未來公民所需的能力。文獻回顧發現,國內、外研究皆顯示五到九年級學生之搜尋、評估與整合能力的表現不甚理想,且整合能力之發展有以搜尋與評估能力為基礎之趨勢。而中、小學生線上中文閱讀教學與學習困難的研究,在我國仍算少數。本文建議,未來教學研究可朝探究學生學習中文線上閱讀的困境、開發學習輔具與發展教材;教育政策面向則建議加強上述項目的教師專業培育,以及於國小高年級階段增設相關的學習指標,以利培養學生線上閱讀素養。Item 中小學「氧化與還原」主題概念單元的深廣度研究(國立臺灣師範大學研究發展處, 1986-06-??) 王澄霞; 楊永華本研究收集與分析國內外(中、美、英、日)各階段(小學至高中)自然課程中關於「氧化還原」主題概念之實驗,研討其所包含的化學概念,建立主題概念的發展 順序。分析與比較其所含的科學技能、科學過程與科學態度,並探討實驗活動與概念的銜接問題。特別針對有關「量的處理」的實驗活動進行實做評鑑,獲得具體結 果並提供建議。Item 中小學生設計實驗技能之學習層次變化分析研究(國立臺灣師範大學研究發展處, 1988-06-??) 許榮富本研究旨在探討國小六年級、國中及高中一年級學生之設計實驗技能能力之學習層次的變化。 根據設計實驗技能之層次性評量準則,修正中學適用之「科學過程技能學習層次測驗」,並發展國小適用的科學過程技能學習層次測驗工具,各測驗均含問答格式及選擇格式。各格式之測驗Cronbach α值分別為:中學為0.67及0.73;小學為0.65及0.56。設計實驗技能層次分別由三位評分者評分,其Kendall係數(Kendall Coefficient of Concordance)為0.97,評分者之間具有評分的一致性。 本研究以大台北地區之中、小學生為研究對象,分別抽取國小六年級、國中、高中各800人、515人、298人進行實測。 研究發現:國小六年級到高中一年級,每年即之設計實驗技能於問答格式之平均層次分別為:2.13、2.70、2.85、3.13、2.94。於選擇格式之平均層次則分別為:3.26、4.45、4.16、4.64、4.73,二格式間之表現具顯著差異。在年級方面,作答與選擇格式均具年級差異,但不具性別差異。 針對以上的發現,現行科學教材結構分析結果,提出中小學學生之設計實驗技能學習層次之變化的解釋及進一步研究建議。Item 國民中小學體罰問題之調查研究(國立臺灣師範大學研究發展處, 1991-06-??) 陳榮華; 林坤燦本研究旨在調查近年來國民小學教師、學生及家長對體罰問題的看法,以及在中小學實施體罰的現況資料,並參酌英美等先進國家所採行的合理體罰方式之實施成效,提出因應措施,以供教育行政主管做決策之參考。本研究調查對象係為台灣地區各國民中小學52所學校教師2191人、家長1312人、及學生6941 人。調查表分為教師用、家長用、及學生用三種。調查項目包括:實施體罰的原因、方式、次數與效果、體罰後師生的反應與心態、以及實施合理體罰的內涵及限制條件等。本調查結果顯示:1.在認知上,多數教師、家長及學生都認為「獎懲並用」及「勸導善誘」的方式,最能改正學生的不良行為與提高學生的學業成績。 2.唯在實際行動上,約有87.2的老師,承認曾經在一個學期內體罰學生一次或以上,更有92.8的學生表示曾受體罰,其中尚有23的學生在一個學期內就受體罰5至10次。3.有一部份教師出(45.7)、家長(55.6)及學生(42.9)表示家長曾要求教師體罰其子女,而一般教師最常用採用的體罰方式依序為「打手心」、「罰站」、「打臀部」、「罰勞動服務」、與「半蹲」等等。4.絕大多數的教師(95.5)、家長(90.1)、及學生(79.9)認為只要不造成傷害,適度的體罰是可以容許的。5.倘若允許適度體罰,多數受訪者贊同應由導師執行體罰最適當,所採用的體罰方式底限於「打手心」、「罰站」、與「罰勞動服務」等等。6.適度體罰的實施原則有:需先行警告再體罰、說明被罰理由、依個別犯錯輕重決定是否徵求家長同意、需建立被罰學生的申訴管道等。綜合上述調查結果,並參考英美等先進國家實施合理體罰的辦法,本研究人員提出近程、中程、及長程三個因應方案,做為解決我國中小學體罰問題爭議的參考。Item 中小學教師在職進修意願與成效之研究(國立臺灣師範大學研究發展處, 1986-06-??) 沈六The purpose of this study is to investigate and analyze the willingness to learn on the part of the school teachers participating in the circulating teaching class of in-service learn-ing and to understand and explore the present situations and effectiveness of the circulating teaching class of in-service learning. The findings of this study may serve as reference for the future planning of the circulating teaching class of elementary and secondary teachers in-service learning in Taiwan. An investigative method was undertaken in this study. A total of 3,435 subjects, 2,553 elementary and secondary school teachers, 788 students of the circulating teaching class of in-service learning, and 94 professors of in-service learning classes were investigated. Totally three kinds of questionnaires were distributed and used in this study. Based on the findings of this study, the following conclusions were drawn: (1)The school teachers participating in the circulating teaching class of in-service learning are willing to learn. (2)Elementary and secondary school teachers are unwilling to apply for admission to the circulating teaching class of in-service learning, because they are kept busy with house-hold affairs. (3)The aim of those elementary and secondary school teachers applying for admission to the in-service learning is to increase the knowledge of special fields and teaching skills. (4)The appropriate time for elementary and secondary school teachers to participate in the in-service learning class is during the winter and summer vacations. (5)Teachers of elementary schools wish to take special courses of education, but teachers of secondary schools wish to take courses of special fields. (6)Teachers of elementary and secondary schools wish to get the Bachelor's degree.Item 國民中小學教師壓力之研究(國立臺灣師範大學研究發展處, 1989-06-??) 蔡璧煌The main purpose of this study was to investigate the perceived stress of teachers in elementary and secondary schools. A total of 410 subjects selected from 21 schools in Taipei area participated in the survey. Factor analysis technique was first administered to group the perceived teacher stress into four dimensions : work load, administrative environment, reference group, and professional development. The major findings of the investigation were as follows: 1."Work load" was the largest stress perceived by both elementary and secondary school teachers. 2.Due to the difference in school location, school type, teachers’ age, and teaching class (in secondary schools), the total score of teacher stress varied significantly. 3.In "work load" dimension, due to the difference in school type, school size, and teachers’ teaching class (in secondary schools), the score of teacher stress varied significantly. 4.In "administrative environment" dimension, due to the difference in school location, school district, teachers’ age, marital status and teaching year, the score of teacher stress varied significantly. 5.In "reference group" dimension, due to the difference in teachers’ sex and age, the score of teacher stress varied significantly. 6.In "professional development" dimension, due to the difference in teachers’ age, marital status, teaching class (in secondary schools), and school location, the score of teacher stress varied significantly. The above findings led to the following recommendations: 1.Increasing the educational budget. 2.Reducing teachers’ workload by decreasing the number of students in a class, computerizing the school administrative work, and reducing the teaching materials. 3.Raising teachers’ salaries and promoting teachers’ welfare. 4.Establishing effective in-service training for new inexpItem 中小學科學課程中「物質的粒子概念」之研究(國立臺灣師範大學研究發展處, 1985-06-??) 王澄霞; 楊永華本研究收集並分析國內外(中、美、英、日)各階段(小學至高中)有關「物質的粒子性」主題概念活動,研討實驗活動所包含的化學概念,建立主題概念的發展順序。分析與比較其所含的科學過程與科學態度,並探討本主題單元實驗活動與概念的銜接問題。特別針對「物質的粒子性」中有關量的處理之實驗活動進行評鑑,經由實做過程獲得具體結果並提供建議。