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National Taiwan Normal University Science Education Center
|Abstract:||本研究以問卷調查法探討某教育學程對實習學生教學實務與教師資格檢定考試之助益。問卷經專家審查，信度(α)為.96 。計593 人填答問卷，回收率為67% 。研究發現(1)除必修之分科教材教法及半年的教育實習外，學生修習最多的科目為「特殊教育導論」(96%) 、「教育心理學」(95%) 、「教育概論」 (91 %)、「教學原理」 (89%)及「輔導原理與實務」(79%) ; (2)學生們認為教育基礎科目對教師檢定考試的幫助大於對教學的幫助，教育方法學各科目對教學的幫助大於對教師檢定考試的幫助。惟教育方法學科目中的「教育測驗與評量」修課人數為68% ，認為該科目對教學很有幫助者佔29% ，對教師檢定考試很有幫助者佔41% ，且認為對教學沒有幫助者(20%)居各科之冠；(3) 「 課程發展與設計」雖修課的人數最少(37%) ，但認為對教學及教師檢定考試很有幫助者均各為40%；(4)70%的學生認為分科教材教法及實習對教學很有幫助，但認為對教師檢定考試很有幫助者只有20% ; (5)37%的學生自認對教學內容勝任有餘， 19%的學生自認有待加強學科內容， 43%的學生不知如何將學科內容轉化教給學生；(6)半年教育實習之行政實習主要在教務處及學務處， 50%的學生平均每週可上台教學1 節左右，對教材教法主要受實習學校輔導老師之影響。68% 的學生表示由實習可暸解導師之工作， 80%的學生認為半年之實習時間太短; (7)44%的學生與同屆實習的同學組成讀書會或以自己苦讀(42%)的方式準備教師檢定考試， 68%的學生認為念考古題為最有效的方法。不過有65%的學生認為教師檢定考試無法測出自己的教學實力， 33%認為教師檢定考試可測出一點教學實力。本文建議(1)深入研究學生認為教育學程中某些科目對教學和教師檢定考試的幫助差異較大之原因，如「教材教法與教學實習」、「教育測驗與評量」和「課程發展與設計」等；(2)重新檢討教育實習究竟應為半年或一年，及實施之時間宜在教師檢定考試之前或之後；(3)教師檢定考試之內容應增強實務面，避免理論與實務分離。|
Investigated were the effectiveness of educational program for pre-service teachers' teaching practicum and teacher certification. Survey method was applied. The questionnaire was examined by the experts and its reliability (α) was .96. There were 593 valid cases. The results were as followed: (1) except the required "Practicum" and "Teaching Method and Materials", most of students took "Introduction to Special Education" (96%),“Educational Psychology" (95%), Introduction to Education" (91%), “Principles ofInstruction" (89%) and “Principles and Practice of Guidance" (79%); (2) students reported that the “Education Foundation Courses" were more helpful in teacher certification than teaching practice and “Education Method Courses" were more helpful in teaching practice than teacher certification; (3)there were 37% of students enrolled "Curriculum Development and Design", however, 40% of them acknowledged its help in teaching practice and teacher certification; (4) seventy percent of students reported that "Practicum" and "Teaching method and Materials" were very helpful in teaching, howvevr, only 20% of them valued the courses in teacher certification; (β5) thirty-seven percent of students were confident in the subject content knowledge, while 19% ofthem reported they need to improve their content knowledge. Forty-three percent of students had difficulties in transferring subject content knowledge to their students; (6) most of students had experience in Offices of Academic Affairs and Offices of Student Affairs during practicum. Sixty percent of students had a chance to teach once a week. Sixty-eight percent of students got experience of mentor. Eighty percent of students complained that the half year practicum was not enough; (7) sixty-eight percent of students believed that the most effective ways to prepare the teacher certification were to study the items which had been tested. Sixty-five percent of students believed that the teacher certification were not valid.
|Appears in Collections:||科學教育月刊|
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