台灣中部國中健康與體育領域教師生活技能教學意圖及其相關因素之研究

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dc.contributor賴香如zh_TW
dc.contributor.author張雅惠zh_TW
dc.contributor.authorYa-Hui Changen_US
dc.date.accessioned2019-08-28T06:22:45Z
dc.date.available2010-6-23
dc.date.available2019-08-28T06:22:45Z
dc.date.issued2008
dc.description.abstract本研究旨在瞭解中部五縣市國中健康與體育領域教師生活技能教學實施意圖，採分層隨機方式抽出84所學校459名教師為對象。以郵寄方式進行調查，實得有效問卷321份（69.9％），以單因子變異數分析、皮爾遜積差相關和多元複迴歸進行分析。主要研究結果如下： 一、研究對象對生活技能教學的瞭解程度偏高、態度趨於正向，且在未來六個月內實施生活技能教學的意圖偏向可能。 二、近兩年曾參與生活技能教學相關研習及每週授課節數較多者，其生活技能教學認知較佳。 三、衛生教育相關科系畢業、任教健康教育、每週授課節數較多者，生活技能教學態度較為正向；而任教學校規模愈大，生活技能教學態度愈為負向。 四、近兩年曾參與生活技能教學相關研習者，生活技能教學意圖較高；但教學年資愈高、學校規模愈大，生活技能教學意圖愈低。 五、研究對象之生活技能教學認知、態度與生活技能教學意圖呈顯著正相關。 六、個人背景因素、生活技能教學認知及態度可解釋生活技能教學意圖總變異量之38.6％，而學校規模、生活技能教學認知和態度為重要預測變項。zh_TW
dc.description.abstractThe main purpose of this study was to investigate behavioral intention to life skill teaching from the viewpoints of health and physical education teachers in junior high school. The subjects, chosen by stratified random sampling, were 459 teachers from 84 public junior high schools in five central counties of Taiwan. The valid questionnaire was 321 (response rate 69.9%). Data was analyzed with One-Way ANOVA, Pearson Product -moment correlation and multiple-regression. The results indicate that: I.The subjects realized life skill teaching quite well, and their attitudes tend to be positive. Behavioral intention of implementing life skill teaching in six months was possible. II.Subjects joined the life skill teaching training program in last two year and had more teaching hours realized life skill teaching better than the others. III.The subjects majored in health education and taught more hours had more positive attitudes toward life skill teaching. On the other hand, those who worked in larger schools had more negative attitudes toward life skill teaching. IV.Behavioral intention of those who joined the life skill teaching training program in last two years was higher than those who didn’t. On the contrary, behavioral intention of those who teach more years and work in larger schools was lower than their counter part. V.There were significantly positive relationships among cognition, attitude and behavioral intention of Life Skill teaching. VI.The background factors, cognition and attitudes toward life skill teaching could explain 38.6% variance of life skill teaching intention. School size, cognition and attitudes toward life skill teaching are significant variables.en_US
dc.description.sponsorship健康促進與衛生教育學系zh_TW
dc.identifierGN0594051103
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0594051103%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87736
dc.language中文
dc.subject國中健康與體育教師zh_TW
dc.subject生活技能教學zh_TW
dc.subject認知zh_TW
dc.subject態度zh_TW
dc.subject意圖zh_TW
dc.subjecthealth and physical education teachersen_US
dc.subjectLife skills teachingen_US
dc.subjectcognitionen_US
dc.subjectattitudeen_US
dc.subjectbehavioral intentionen_US
dc.title台灣中部國中健康與體育領域教師生活技能教學意圖及其相關因素之研究zh_TW
dc.titleBehavioral Intention of Implementing Life Skill Teaching Among Junior High School’s Health and Physical Education Teachers of Five Counties in Central Taiwanen_US

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