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|Other Titles:||A Study of Teacher-Student Interaction Analysis in High-Achievers and Low-Achievers of Junior High School Students|
Department od Education, NTNU
One of the most effective factors for the influences of teacher ─ student behavior can be attributed to interactive function. Such research is mainly based on N.A. Flander’s theory and aim at the findings on interactive behavior between high╱low achievers and teaches. The purposes of which are to be used as references for teaching and guidance in the education of junior high schoolsl. Studied subjects, selected from eighth─grade of Taipei municipal Long─San junior high school, total 956, from which 294╱262 are high╱low achievers in mathematics, 349╱294 are high╱low achievers in English. For such research, Questionnaire and investigation are mainly adopted. Statistical methods of which include：（1）Employ Regression Analysis for the selection of high╱low achievers.（2）Apply two Percentile Test of Significant Difference to the analysis of the occurent probabilities. （3）Employ two─way ANOVA. Main findings are summarized as follows：（1）As for occurent probabilities of low achievers in both mathematics and English, boys are higher than girls and vice versa for highs achievers. For the subjects, the occurent probabilities of high╱low achievers in English are higher then those in mathematics.（2）The differentiality of interactive behavior for teachers of mathematics and English from that of high╱low achievers of boy and girl：Concerning teachers’ ‘teaching technique”, “lecturing”, “warmth”, ”encouragement”, “accepts feeling”, and “accepts ideas of pupils” etc, the perception to the behaviors of teachers of mathematics and English, high achievers of boy and girl are superior to low achievers of the same. There is no significant difference between teachers’ “authority” and ”favoritism” in mathematics, also the same for teachers’ “creative thinking” and “favoritism” in English. According to the results of above research, there are 3 main points as follows：1. Reinforce the professional knowledge of students in Normal college on the guidance for low─achievers. 2. School should put mo
|Appears in Collections:||教育研究所集刊|
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