臺灣博碩士論文加值系統

　　本研究主要目的在瞭解國小職前實習教師（簡稱實習教師）的教學信念現況與內涵；並探討不同背變項與不同性別變項之實習教師，其教學信念有無顯著差異。
　　本研究採用「國小職前實習教師教學信念量表」，與Kelly方格之半結構性訪談，針對臺南師範學院和屏東師範學院之大四、師資班、研究所三種培育背景的實習教師，隨機抽取83名有效樣本進行研究。
　　所得資料，以SPSS for Window之統計套裝軟體進行統計分析。以「獨立樣本的單因子變異數分析」分析不同培育背景實習教師的教學信念，其趨向訊息互動的程度；以「獨立樣本t考驗」分析不同性別實習教師的教學信念，其趨向訊息互動的程度；對於訪談資料，則採用內容分析法，分析其教學信念內涵。
　　研究結果發現：
　　一、就背景變項而言，只有師資班的實習教師在「師生關係」層面的教學信念，顯著高於研究生背景的實習教師；其餘均無顯著差異。
　　二、就性別變項而言，男女實習教師在「師生關係」、「教學方法」和「教學內容」層面上的教學信念均無顯著差異。
　　三、教學信念的內涵如下：
　　　　1.在「師生關係」層面，實習教師的教學信念內涵有四：重視學生特性與喜好、師生雙方互動程度、實習教師角色，以及比較容易受其他老師影響。
　　　　2.在「教學方法」層面，實習教師的教學信念有兩大內涵：重視教具的功用，以及討論等教學法的成效。
　　　　3.在「教學內容」層面，實習教師的教學信念內涵有四：重視既定的課程、生活經驗、附學習、以及考試取向。
　　整體而言，實習教師在教學時，會注意到有關教學的訊息，產特別注意自己扮演何種角色對於師生關係的作用。
　　最後，研究者依據研究結果，對師資培育課程與教學、實習教師自省方式、未來的研究取向提出幾點建議。

　　The chief purpose of this study is to investigate what the current status and the meanings of the pre-service elementary student teachers'' beliefs are and how background and gender as variables influence student teachers'' teaching beliefs.
　　Eighty three subjects randomly recruited from seniors, graduates, and students of Prospective Teachers Training Program(PTTP) at National Tainan Teachers'' College and National Pingtung Teachers'' College were involved in this study. Each subject had to complete a Teaching Beliefs Inventory (TBI) for Pre-service student teachers, and had to do a Kelly Repetory Grid semi-structure interview. Data collected from the TBI were treated by SPSS for Window . One-way ANOVA was used to analyze the background variable influenced student teachers'' teaching beliefs. The t-test was used to analyze how gender as a variable influenced student teachers'' teaching beliefs. Data collected from the interviews were analyzed by Content Analysis to see what constituted student teachers'' teaching beliefs.
　　The major findings were summarized as follow:
　　1. Student teachers of different backgrounds show no differences in their beliefs in "Teaching Method" and "Teaching Content".PTTP Student, however, have significant difference beliefs in "Teacher-student Relationship" from students of graduate school.
　　Ⅱ.Male and female student teachers show no differences in their beliefs in "Teacher-student Relationship", "Teaching Method," and "Teaching Content".
　　Ⅲ.The meanings of teaching beliefs are as follows:
　　1.Teaching beliefs in Teacher-student Relationship have more to do with the other tecahers, students, teacher-student interaction, and student teachers themselves.
　　2. Teaching beliefs is Teaching Method have more to do with teaching aids and teaching skills.
　　3. Teaching beliefs in Teaching Content have more to do with designed curriculum, life experience, adjunct learning and test orientation.
　　Generally speaking, pre-service student teachers are paying more attention in their teaching to teacher-student interaction, especially, what kind os role a student teacher play has great influence upon teacher-student interaction.
　　Based on the results of this study, suggestions are proposed for teachers training progrom, student teacher'' self-examination, and further study.