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    請使用永久網址來引用或連結此文件: http://ir.lib.ncu.edu.tw/handle/987654321/5797


    題名: 桃園縣國民小學客語教學教師自我效能與教學行為之研究;The Study of the Elementary School Hakka language teaching Teacher’s Efficacy and Teaching Behavior in Taoyuan County
    作者: 林小詩;Hsiao-shih Lin
    貢獻者: 客家政治經濟與政策研究所在職碩士專班
    關鍵詞: 教學行為;教師自我效能;客語教學;teach;Hakka language teaching;teacher's efficacy
    日期: 2009-07-01
    上傳時間: 2009-09-22 10:04:19 (UTC+8)
    出版者: 國立中央大學圖書館
    摘要: 本研究主要在探討桃園縣國民小學客語教學教師自我效能、教學行為的現況與差異情形,並進一步探討之間的相關。本研究以性別、客語教學年資、專業背景、在校擔任之職務、教師使用的母語狀況及學校規模為背景變項,以了解各種背景變項教師在這兩個層面上的差異,並且以問卷統計,了解客語教學上教師自我效能與教學行為之間的相關性。 為達研究目的,以所編製的「桃園縣國民小學教師客語教學現況調查問卷」作為研究工具,並以分層隨機抽樣方式,發放687份問卷,得有效問卷435份,並以平均數、標準差及t考驗、單因子變異數等統計方法了解現況及差異情形,及「皮爾遜積差相關」考驗是否相關,得至主要結論如下: 一、國小客語教師教師自我效能及教學行為傾向於中等以上程度。 二、在教師自我效能的向度中,以「個人教學效能」得分較高;在教學行為的向度中,以「教學歷程」的得分最高。 三「教學時數太少」、「專業師資不足」是桃園縣國小教師實施客語教學時最大的困難與限制。 四、「教學活動設計、觀摩」、「客語兒歌詩詞介紹賞析」是桃園縣國小教師目前最感需求的研習課程。 五、教師自我效能的背景變項中,「性別」、「年資」、「專業背景」、 「個人使用的母語情況」、「學校規模」達顯著差異。 六、教學行為的背景變項中,「性別」、「年資」、「專業背景」、「擔任的職務」、「個人使用的母語情況」達顯著差異。 七、「教師進修的專業性」是國小教師客語教學自我效能與客語教學行為表現的關鍵。 八、桃園縣國小教師客語教學自我效能與教學行為之間整體及各向度皆有正相關。 根據以上研究結果,對教育行政當局、學校及教師個人提出建議。 The Study of the Elementary School Hakka language teaching Teacher’s Efficacy and Teaching Behavior in Taoyuan County Abstract The purpose of this study was to investigate Hakka language teaching in Elementary Schools in Taoyuan County, with the focus on teachers' efficacy and it's relationship with teachers' teaching behavior. This Study take sex, teaching period of service, professional backgrounds, teachers' duty, personal mother tongue and school scale in the school the duty as the background is variable, finds out each kind of background variable teacher's in these two stratification planes difference, and understands in the guest language teaching by the questionnaire statistics between the teacher self-potency and the teaching behavior relevance. In order to achieve the research objectives, by” the teaching Hakka language in Taoyuan County Situation Questionnaire”, which establishes the achievement studies the tool. Stratified random sampling was used to distribute 687 questionaires, of which 435 questionaires were received. Description statistics, t-test, one-way ANOVA, and Pearson product-moment correlation were used to analyze the data. The major findings of this study were as follows: 1.Taoyuan elementary school teachers' efficacy in Hakka language teaching was above average. 2. In teacher's efficacy, “personal teaching efficacy” scored the highest, whereas "teaching process" scored the highest in teaching behavior. 3.The lack of instruction time and the shortage of specialized Hakka teachers are the primary obstacles facing implementing Hakka language curriculum in the elementary school. 4.Two training courses that the Taoyuan elementary school teachers need most were the Appreciation and the teaching activity design, observes and emulates and Introduction of Hakka language Nursery Rhymes and Poems . 5.Significant differences existed in sex distinction, seniority, professional backgrounds, personal mother tongue and school size on teacher's efficacy in Hakka language teaching. 6.Significant differences existed in sex distinction, seniority, professional backgrounds, teachers' duty, personal mother tongue on teacher's teaching Behavior in Hakka language teaching. 7. Further specialization by elementary school teachers is the key to improving teacher effiacy and teacher behavior. 8. Statistically significant positive correlation existed between and teacher’s teaching behavior. According to the results, suggestions for authorities of educational administration, elementary schools and teachers were provided.
    顯示於類別:[客家研究碩士在職專班] 博碩士論文

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