國中教師對資優教育的認知表現之研究─以桃園市為例
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Date
2014-03-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究旨在探討桃園市國中教師對資優教育的認知表現，研究方法採問卷調查法，以自編之「資優教育認知量表」為施測工具。採立意抽樣方式，抽取桃園市443名國中教師為研究對象。所得資料以描述統計、t檢定及單因子變異數分析等方法進行分析。本研究獲致主要結論：一、桃園市國中教師對資優教育的認知表現為中上程度。二、性別、年資、職務及資優教育背景因素，對於桃園市國中教師的資優教育認知表現有顯著差異。三、年齡因素對於桃園市國中教師的資優教育認知表現無差異。根據研究結論，分別針對教育主管機關、學校行政與教師及未來研究提出相關建議。
The purpose of this study was to explore the cognitive performance in gifted and talented education of junior high school teachers in Taoyuan City. A survey design was used for the study. The data were collected using self-developed questionnaire called cognitive scale in gifted and talented education. Totally, 443 junior high school teachers in Taoyuan City were randomly selected for the study and descriptive statistics of t-test and one-way ANOVA were used to analyze the data. Results include (1) The subject have reached a better than average performance level; (2) Significant difference is found on the scale between males and females, between groups for years of teaching, and between different background in gifted and talented education; (3) No difference is found on the scale between the age groups. In the conclusion, a number of suggestions are provided for educational authorities, school administrators and teachers, and future researches.
The purpose of this study was to explore the cognitive performance in gifted and talented education of junior high school teachers in Taoyuan City. A survey design was used for the study. The data were collected using self-developed questionnaire called cognitive scale in gifted and talented education. Totally, 443 junior high school teachers in Taoyuan City were randomly selected for the study and descriptive statistics of t-test and one-way ANOVA were used to analyze the data. Results include (1) The subject have reached a better than average performance level; (2) Significant difference is found on the scale between males and females, between groups for years of teaching, and between different background in gifted and talented education; (3) No difference is found on the scale between the age groups. In the conclusion, a number of suggestions are provided for educational authorities, school administrators and teachers, and future researches.