教師區分性教學行為觀察量表(學生版)之編製
No Thumbnail Available
Date
2010-03-??
Authors
黃家杰
陳美芳
陳長益
李乙明
呂金燮
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學特殊教育學系
National Taiwan Normal University Department of Special Education
National Taiwan Normal University Department of Special Education
Abstract
本研究旨在編製「教師區分性教學行為觀察量表」，協助教師瞭解學生對自己區分性教學行 為之觀察，並據以進行教學策略調整，以滿足學生學習需求。本量表之發展以區分性教學理論為基礎，採李克特式四點量表編製，透過資優教育專家審題後，抽取 北、中、南三區高中、國中和國小學生共898位有效樣本進行資料分析。經因素分析後，得十項因素構念包括「適度調整課程內容」、「提供具複雜度的教學內 容」、「善用後設認知策略」、「教學歷程具有彈性」、「善用問題解決策略」、「善用批判思考策略」、「善用研究策略」、「進行多元評量」、「教導學生如何 評量」，以及「營造自在與互動的學習環境」。本文提供該量表的信效度分析結果，包含：驗證性因素分析、內部一致性分析等。
The purpose of this study was to develop a Teachers' Differentiated Instructional Behaviors Observation Scale (Students' Version). The teacher behaviors in this scale are rated by students. It is a four-point Likert-type scale with 40 items designed to help teachers understand the frequency of their differentiated instructional strategies based on students' perception. The constructs of differentiated instruction in this Scale included: accommodation of curriculum contents, providing complicated contents, assisting students in developing metacognition strategies, keeping the instruction process flexible, promoting problem-solving skills, encouraging critical thinking, illustrating research strategies, carrying out multiple assessments, teaching assessment skills, and creating a free and interactive environment. 898 students from elementary schools, junior high schools, and senior high schools in Taiwan participated in the scale development and validating process. The results of the confirmatory factor analysis were provided. The Cronbach α was .97. These outcomes indicated that the internal consistency and construct validity are both acceptable.
The purpose of this study was to develop a Teachers' Differentiated Instructional Behaviors Observation Scale (Students' Version). The teacher behaviors in this scale are rated by students. It is a four-point Likert-type scale with 40 items designed to help teachers understand the frequency of their differentiated instructional strategies based on students' perception. The constructs of differentiated instruction in this Scale included: accommodation of curriculum contents, providing complicated contents, assisting students in developing metacognition strategies, keeping the instruction process flexible, promoting problem-solving skills, encouraging critical thinking, illustrating research strategies, carrying out multiple assessments, teaching assessment skills, and creating a free and interactive environment. 898 students from elementary schools, junior high schools, and senior high schools in Taiwan participated in the scale development and validating process. The results of the confirmatory factor analysis were provided. The Cronbach α was .97. These outcomes indicated that the internal consistency and construct validity are both acceptable.