雙北市國中教師合作學習教學意願與實踐之研究—以社會領域為例

Abstract

本研究之目的是為了瞭解國中教師對於合作學習的教學意願與實踐現況，分別探討不同背景變項之雙北市國中社會領域教師，對於合作學習教學意願與實踐兩面向的差異情形，以及探討雙北市國中社會領域教師在教學意願與實踐之間的相關性。 本研究以民國一〇九學年度雙北市市立國中社會領域教師為研究母群體，採用問卷調查研究法，以分層叢集隨機抽樣方式，共得179份有效樣本，並將蒐集到的樣本以SPSS軟體進行描述性統計、皮爾森積差相關、t檢定與單因子變異數分析，得到以下結論： 一、雙北市國中社會領域教師對合作學習的教學意願偏高，但仍有教學能力或節數上的限制與阻礙。 二、雙北市國中社會領域教師對合作學習的教學實踐在教學應用與評量反思上皆展現較佳的實踐情形。 三、在教師對合作學習的教學意願整體或部分向度方面，不同教學年資、合作學習之使用頻率，是否曾於師培期間修習合作學習相關課程，以及任教於不同區域之學校的雙北市國中社會領域教師，於部分向度有顯著差異。 四、在教師對合作學習的教學實踐整體與部分向度方面，不同合作學習之使用頻率的雙北市國中社會領域教師有顯著差異。 五、雙北市國中社會領域教師對合作學習的教學意願與教學實踐兩面向有顯著相關。 依據本研究之研究結果，分別對教育行政機關、學校行政單位、國中社會領域教師與未來研究者提出具體建議。

The purposes of the present study were to investigate the current status of Junior high school teachers’ teaching willingness and practice, and to compare the differences between teaching willingness and practice toward cooperative learning with different personal background of Junior high school Social Studies Domain teachers in Taipei and New Taipei City, and also to analyze the relationship between teaching willingness and practice of Junior high school Social Studies Domain teachers in Taipei and New Taipei City. The population of the study was the Junior high school Social Studies Domain teachers in Taipei and New Taipei City in 109 academic year. By using questionnaire survey method, the study collected 179 valid samples by Stratified random sampling. The collected sample data were analyzed by using SPSS software, including descriptive statistics, Pearson product-moment correlation, Independent t test, and One-way ANOVA. The empirical results of the above study were summarized as follows: 1.The Junior high school Social Studies Domain teachers in Taipei and New Taipei City were willing to teach toward cooperative learning, but there were still limitations and obstacles in teaching ability or teaching sessions. 2. The Junior high school Social Studies Domain teachers in Taipei and New Taipei City had showed better teaching practice in teaching application, evaluation and reflection toward cooperative learning. 3. Variables including “working years”, “frequency of using cooperative learning”, “whether had taken cooperative learning courses during teacher training”, “location of school” had significant differences in some dimensions of Junior high school Social Studies Domain teachers’ teaching willingness to cooperative learning. 4. The “frequency of using cooperative learning” had significant differences in the dimension of Junior high school Social Studies Domain teachers’ teaching practice to cooperative learning. 5. There was significant correlation among two dimensions of the Junior high school Social Studies Domain teachers’ teaching willingness and teaching practice toward cooperative learning in Taipei and New Taipei City. According to the results of this study, the researcher made some specific suggestions for educational administrative agencies, school administrative units, Junior high school Social Studies Domain teachers, and future investigators.