Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/13212
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dc.contributor.author許育齡zh_tw
dc.contributor.author梁朝雲zh_tw
dc.contributor.author林志成zh_tw
dc.contributor.authorYuling Hsuen_US
dc.contributor.authorChaoyun Liangen_US
dc.contributor.authorChih-Cheng Linen_US
dc.date.accessioned2014-10-27T15:14:53Z-
dc.date.available2014-10-27T15:14:53Z-
dc.date.issued2013-06-??zh_TW
dc.identifierF5E53A33-602C-FA84-3F29-4511123B4359zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/13212-
dc.description.abstract本研究探究教師從事教學設計的想像力,及其個人心理與學校環境與該想像力的影響。本研究以380位職前教師的樣本做為因素建構組;復以318位現職教師樣本做為因素驗證姐,考驗不同人口變項的差異,並探討影響教學設計想像力的結構模型。研究結果顯示:(1) 教學設計想像力,可分為創造性與再造性想像力;(2) 教學設計想像力與內外因素影響效果差異,主要顯現於教學年賣不同,以及學校規模與擔任職務角色兩者間的交互作用;( 3 )內在動機對創造性與再造性教學設計想像力,有直接的預測力; (4)個人心理與學校環境之自我效能、生產認知、教學資源、文化特質與物理條件等因素則可透過內在動機的中介作用,間接預測教師教學設計之創造性與再造性想像力;(5) 不論對再造性或創造性想像力,負向情緒都有直接的負向效果。本研究所建立的工具,具備穩定的信度與效度,未來可運用於跨讀域施測並進行比較分析。此外,預測教學設計想像力的結構模型亦深具再探究的學術價值。zh_tw
dc.description.abstractThis study aimed at analyzing the teacher's imaginative capability of instructional design and how individual psychology and school environment would predict the capability. This study also analyzed the demographic influences and established a structural model to predict the imaginative capability of instructional design. In order to achieve the research goals, we conducted an exploratory factor analysis to determine the most appropriate structure of imaginative capability in a sample of 380 pre-service teachers (serving the calibration sample), and then conducted a confirmatory factor analysis to confirm the established structure in a sample of 318 in-service teachers (serving the validation sample). The results of this study showed that: (1) the imaginative capability of instructional design consisted of creative imagination and reproductive imagination; (2) both the years of service and the interactive effect between school scale and role duty had different influences on the imaginative capability, individual psychology and school environment; (3) intrinsic motivation had direct effects on both creativeimagination and reproductive imagination; (4) self-efficacy, generative cognition, teaching resources, human aggregate and physical component had indirect effects on two types of imagination through the mediator of intrinsic motivation; (5) negative emotion had negative effects on two types of imagination. Both reliability and validity analyses gave the instruments good support which can be used for the future inquiries in different domains. In addition, it is valuable to further explore the structural model established in this study.en_US
dc.language中文zh_TW
dc.publisher教育研究與評鑑中心zh_tw
dc.publisherCenter for Educational Research and Evaluationen_US
dc.relation21(2),113-148zh_TW
dc.relation.ispartof當代教育研究zh_tw
dc.subject.other個人心理zh_tw
dc.subject.other教學設計zh_tw
dc.subject.other想像力zh_tw
dc.subject.other學校環境zh_tw
dc.subject.otherindividual psychologyen_US
dc.subject.otherinstructional designen_US
dc.subject.otherimaginative capabilityen_US
dc.subject.otherschool environmenten_US
dc.title教師發揮教學設計想像力的心理與環境因素探究zh-tw
dc.title.alternativeThe Influences of Individual Psychology and School Environment on the Teachers' Imaginative Capability of Instructional Designzh_tw
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