Please use this identifier to cite or link to this item:
Title: 臺北市國中英語教師課程教學認知與實踐之研究
A Study on Curriculum-Teaching Cognition and Practice of Junior High School English Teachers in Taipei City
Authors: 簡茂發
Chien Maw Fa
Chen Zhen Zhen
Keywords: 課程認知
curriculum cognition
teaching practice
junior high school teacher
English instruction
the twelve-year basic education
Issue Date: 2014
Abstract: 本研究旨在探討臺北市國中英語教師課程教學認知與實踐情情,並瞭解不同個人背景變項和學校環境變項的英語教師課程教學認知與實踐之差異,進而探討國中英語教師課程教學認知與實踐之間的關係。本研究以問卷調查法為主,以研究者自編的「臺北市國中英語教師課程教學認知與實踐調查問卷」為研究工具,研究對象為臺北市38所公立國中英語教師,共發放386份問卷,回收345份,回收率達89.38%,有效問卷為340份,可用率達98.55%。以描述性統計、單因子變異數分析、皮爾遜積差相關與多元逐步迴歸等統計方法分析所得資料。為佐證問卷調查結果,訪談調查樣本中一位英語教師。 綜合文獻探討與研究結果,本研究獲致以下結論: 壹、臺北市國中英語教師課程教學認知屬「中上程度」。 貳、 臺北市國中英語教師課程教學認知因「任教班級平均學生人數」不同,有顯著差異,未因「教育程度」、「教學年資」與「擔任職務」產生顯著差異。 參、臺北市國中英語教師課程教學認知因「學校所在區域」與「學校規模」不同,有顯著差異。 肆、 臺北市國中英語教師課程教學實踐情形屬「中等程度」。 伍、臺北市國中英語教師課程教學實踐因「教育程度」、「任教班級平均學生人數」不同,而有顯著差異,未因「教學年資」與「擔任職務」產生顯著差異。 陸、 臺北市國中英語教師課程教學實踐因「學校所在區域」與「學校規模」不同,有顯著差異。 柒、 臺北市國中英語教師課程教學認知與實踐有顯著相關。 捌、 臺北市國中英語教師課程教學認知能有效預測課程教學實踐。 依據上述結論,對教育主管單位、國中英語教師與未來研究提出建議。
The purpose of this study was to explore teachers’ curriculum-teaching cognition and practice at the beginning stage of the twelve-year basic education system in Taiwan. Junior high school English teachers in Taipei City were surveyed, using a researcher-designed questionnaire of curriculum-teaching cognition and practice. The final samples consisted of 340 valid subjects. In addition to descriptive statistics, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression were conducted to examine the effects of teacher background variables on curriculum-teaching cognition and practice. An interview with a teacher as well as relevant literature was also in discussion of the survey results. The main findings of this study were as follows: 1. The number of students in a class, school scale and location had significant effect on teachers’ curriculum-teaching cognition. 2. Teachers’ educational background, the number of students in a class, school scale and location had significant effect on teachers’ curriculum-teaching practice. 3. There were significant positive correlations among various curriculum-teaching cognition dimentions and practice dimentions. 4. Curriculum-teaching cognitions of curriculum guidelines, teaching methods and self-reflection could explain 50.8% total variation of curriculum-teaching practice. According to the findings of this study, some suggestions were offered to the authorities concerned and junior high school English teachers.
Other Identifiers: GN0501002208
Appears in Collections:學位論文

Files in This Item:
File SizeFormat 
n050100220801.pdf1.71 MBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.