國小教師藝能科教學信念之調查研究

dc.contributor.author甄曉蘭zh_tw
dc.contributor.author周立勳zh_tw
dc.date.accessioned2014-10-27T15:30:53Z
dc.date.available2014-10-27T15:30:53Z
dc.date.issued2003-12-??zh_TW
dc.description.abstract本研究旨在探討國小教師的藝能科教學信念現況,分析美勞科教學信念有關之教師背景與教學實務因素,以作為協助國小教師改進藝能科教學的基礎。研究者根據訪談11位國小美勞科教師結果,自編「國小教師美勞科教學信念問卷」,針對雲林、嘉義三縣市90學年度擔任美勞科教學之國小教師,以分層隨機取樣抽取400人為樣本,進行調查。調查結果經以因素分析、變異數分析,以及典型相關等統計方法處理,結果發現:當前國小教師之藝能科教學信念較傾向傳授指導的教學觀,較相信美勞科學習須具備特殊能力,教學上強調傳授指導、維持常規以及作品表現評量;教師的教學信念會因不同的背景而有差異,此種差異較多與教師參與研習的經驗與任教職務有關;國小教師之藝能科教學信念因素能有效預測選擇教學策略的偏向,接近建構取向教學信念者偏向採用分享互動之教學策略,而接近傳授指導者則偏向採用完成任務之教學策略。zh_tw
dc.description.abstractThe purpose of this study was twofold: to examine elementary school teachers' beliefs about teaching art, and to analyze relevant variables such as teachers' backgrounds and their teaching practice. It is hoped that the results of this study may provide guidelines to help elementary school teachers improve their teaching of art. Drawn from the results of interviews with 11 elementary art teachers, the researchers developed a“Teachers' Beliefs about Teaching Art” questionnaire to conduct this survey. Applying proportionate stratified random sampling techniques, the study investigated 400 elementary art teachers' pedagogical practice in the 2001 school year in the Chiayi-Yunlin area. Then factor analysis, canonical correlation analysis, and ANOVA statistics methods were applied to the survey data. The results showed that most elementary school teachers' beliefs about teaching art tend to favor the“transmitting-guiding” teaching perspective. Most of them believe that“learning art” requires a specific talent, so in their teaching they emphasize knowledge transmission, guidance of skill development, assessment of art works, and maintaining order in the classroom. There are also differences between and among art teachers' beliefs about teaching art due to their different backgrounds like the degree of workshop experience they have had and their teaching responsibilities. It is quite obvious that teachers' beliefs about teaching art can effectively predict their preference with respect to teaching strategies: those who tend to favor the“constructivist” approach prefer to apply interactive sharing strategies, but those who are used to the traditional“transmitting-guiding” approach usu?ally focus their teaching on helping students complete their design task.en_US
dc.identifierF9BC2997-D2CB-2D91-8885-284C24EB6E2Ezh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/19167
dc.language中文zh_TW
dc.publisher國立台灣師範大學教育學系zh_tw
dc.publisherDepartment od Education, NTNUen_US
dc.relation49(4),219-249zh_TW
dc.relation.ispartof教育研究集刊zh_tw
dc.subject.other藝能科教學zh_tw
dc.subject.other教學信念zh_tw
dc.subject.other建構論zh_tw
dc.subject.otherTeaching of arten_US
dc.subject.otherTeachers' beliefs about teaching arten_US
dc.subject.otherConstructivismen_US
dc.title國小教師藝能科教學信念之調查研究zh-tw
dc.title.alternativeA Survey Study of Elementary School Teachers' Beliefs about Teaching Artzh_tw

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