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|Abstract:||本研究目的在於瞭解臺北市國中健康與體育領域教師對九年一貫健康與體育課程的角色知覺、教學信念、教學效能，並探討其相關因忲。隨機抽取臺北市31所公立國中健康與體育學習領域教師259人為研究對象，研究工具為研究者自編問卷，共發出問卷259份，有效回收209份，回收率80.69%。依據資料分析結果，獲得結果如下： 教師在角色知覺方面均已達中上程度，而教師之「性別」、「任教科目」，及「是否擔任領域召集人」等因素在教師各面層的角色知覺方面呈現顯著差異。而就是教師教學信念方面，各層面教學信念均達中上程度，教師之「性別」、「授課情形(主授或配課課程)」、「專業背景」及「任教科目」等因素在教師各層面的教學信念上呈現顯著差異。教師教學效能方面而言，各層面教學效能也均達中上程度，教師之「性別」、「授課情形(主授或配課課程)」、「專業背景」、「任教科目」及「最高學歷」等因素在教師各層面的教學效能方面呈現顯著差異。「學校規模」在教師之角色知覺、教學信念及教學效能方面都未達顯著差異。教師之角色知覺、教學信念及教學效能彼此間呈現顯著正相關，而且教師的教學信可有效預測教師的教學效能。 最後依據研究結論分別針對教育行政機關、學校行政單位、學校教師及未來相關研究提出具體建議，作為實施九年一貫課程之參考。|
The purposes of this study were to understand the junior high teachers’ role perceptions, teaching belief, teaching effectiveness, and related factors for the health & physical education learning area of 1-9 curriculum in Taipei city. There were 259 teachers from 31 public junior high schools in Taipei city to join this study. The instrument of this study was the self-designed questionnaire. All 259 questionnaires were sent out, and 209 effective questionnaires were mailed back. The return rate was 80.69%. The study got the following results: 1.Teachers’ role perceptions for health & physical education learning area were positive. There were significant differences of teachers’ role perceptions within their genders, teaching courses, and leader/nonleader of health and physical education learning area. 2.Teachers’ teaching belief for health & physical education learning area showed to be positive. There were significant differences of teaching belief within their genders, major/minor courses, professional background, and teaching courses. 3.Tehachers’ teaching effectiveness for health & physical education learning area was positive. There were significant differences of teaching effectiveness within their genders, major/minor courses, professional background, teaching courses, and academic degree. 4.There were no significant differences of teachers’ role perceptions, teaching belief, and teaching effectiveness within the school scales of class numbers. 5.There were significantly positive relationships among teachers’ role perceptions, teaching belief, and teaching effectiveness mutually. 6.Teachers’ teaching effectiveness could be effectively predicted by teachers’ teaching belief. Finally, based on the findings of the study, several suggestions for educational administration, administration of school, teachers, and future practice & research were submitted.
|Appears in Collections:||教師著作|
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