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研究生:劉清宏
研究生(外文):Cheng Hung-Liu
論文名稱:國小職前及在職教師對自然科的教學態度研究
論文名稱(外文):A Study of Preservice and Inservice Elementary School Teachers’ Attitudes Toward Science Teaching
指導教授:許良榮許良榮引用關係
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:自然科學教育學系
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:2001
畢業學年度:90
語文別:中文
論文頁數:178
中文關鍵詞:教學態度國小職前教師在職教師自然科教學
外文關鍵詞:Attitude toward teachingElementary schoolInservice teacherPreservice teacherScience teaching
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本研究之目的為探討國小職前及在職教師對自然科之教學態度;並分析學科背景、性別、職前與在職身份等不同背景變項的教師對任教自然科之教學態度有何差異?採用之研究方法為調查研究輔以質性晤談。首先依相關文獻編製「對自然科之教學態度量表」,施測對象為台中縣、市之職前與在職教師,包括台中師院三、四年級學生,回收有效樣本240位及台中縣、市教師,回收有效樣本406位。晤談樣本以量表得分篩選共14位。在 統計分析發現:1.教師在「需要性」、「付出額外時間」、「對科學之興趣」等三個分量表之態度均呈現正向態度。2.在「付出額外時間」分量表中,分析結果顯示,教師「性別」、「學科背景」、「職前與在職身份」三因子間交互作用達顯著水準(P<.05)。非數理背景的職前教師中,女性顯著高於男性。職前教師中,數理背景顯著高於非數理背景。非數理背景教師以及數理背景的女性教師中,在職教師顯著高於職前教師。3.在「需要性」分量表中,分析結果顯示,「性別」、「學科背景」兩個因子有交互作用。「學科背景」、「職前與在職身份」兩個因子亦有交互作用。數理背景教師中,男性顯著高於女性。男性、女性以及職前教師組別中,數理背景皆顯著高於非數理背景。而在非數理背景教師中,在職教師顯著高於職前教師。4.在「科學實驗儀器操作製備」分量表中,分析結果顯示,「性別」、「職前與在職身份」兩個因子有交互作用。職前及在職教師中,男性皆顯著高於女性。男性教師中,在職教師顯著高於職前教師。另外,教師「學科背景」之主要效果達顯著水準,數理背景顯著高於非數理背景。5.在「教學勝任自在程度」、「喜好自然科之教學」、「對科學之興趣」分量表中因子間之交互作用均未達顯著水準。而三個因子之主要效果均達顯著水準。男性顯著高於女性;數理背景顯著高於非數理背景;在職教師顯著高於職前教師(「喜好自然科之教學」向度相反)。
此外,本研究以個別晤談方式深入探討職前與在職教師對自然科教學態度的觀點與意見。最後依據研究結果提出數項建議。
關鍵字:教學態度、國小、職前教師、在職教師、自然科教學
The purpose of this study was to explore preservice and inservice elementary school teachers’ attitudes toward science teaching. The researcher also analyzed how the independent variables such as gender, major, and preservice or inservice affected teachers’ attitudes toward science teaching. This study utilized survey and interview methods. A questionnaire of “Attitudes Toward Science Teaching Scale” was developed to examine teachers’ attitudes. The subjects consisted of 240 preservice teachers in Taichung Teacher’s College and 406 inservice teachers selected from Taichung city and Taichung County. The SPSS software package was used to perform the analysis of distribution and three-way analysis of variance (ANOVA). Fourteen teachers were selected and interviewed individually.
The statistical outcomes indicated that the teachers in this study generally have positive attitudes toward “supportiveness”, “experiment”, and “interest”. In the dimension of “dedication”, the interaction among gender, major, and preservice or inservice was significant (P<.05). Among preservice teachers who did not major in mathematics or science, female teachers were significantly more positive than males. Among preservice teachers, those who majored in mathematics or science were significantly more positive than those who did not. For those female teachers who majored in mathematics or science and those who did not, inservice teachers were significantly more positive than preservice ones.
In the dimension of “supportiveness”, both the interactions between gender and major, and between major and preservice or inservice were significant. Male teachers who majored in mathematics or science were significantly more positive than female ones. Similarly, male, female, and preservice teachers who majored in mathematics or science were significantly more positive than those who did not. Among teachers who did not major in mathematics or science, inservice teachers were significantly more positive than preservice ones.
In the dimension of “experiment”, the interaction between gender and preservice or inservice is significant. Among peservice and inservice teachers, male teachers were all significantly more positive than female teachers. Among male teachers, inservice teachers were significantly more positive than preservice ones. Teachers who majored in mathematics or science were significantly more positive than those who did not.
In the dimension of “confidence”, “teaching”, and “interest”, there was no significant interaction among the variables. However, the main effect was significant individually. Male teachers were significantly more positive than female ones. Teachers who majored in mathematics or science were significantly more positive than those who did not. Inservice teachers were significantly more positive than preservice ones. These outcomes were reversed in the “interest” dimension.
Individual interviews were then used to further understand the teachers’ attitudes toward science teaching. Based on the results of this study, the researcher proposed several suggestions regarding the development of science curricula and teacher preparation programs.
Key word: Attitude toward teaching, Elementary school, Inservice teacher, Preservice teacher, Science teaching
第一章 緒 論
第一節 研究背景與動機……………………………………………1
第二節 研究目的與問題………………………………………… 3
第三節 名詞解釋………………………………………………… 3
第四節 研究限制………………………………………………… 4
第五節 研究假說………………………………………………… 4
第二章文獻探討
第一節 教師對自然科的教學態度的重要性…………………… 9
第二節 教師對自然科的教學態度之內涵……………………… 14
第三節 影響國小教師對自然科的教學態度之變因…………… 27
第四節 教師對自然科的教學態度之評量……………………… 32
第三章研究方法
第一節 研究架構與方法………………………………………… 35
第二節 研究樣本………………………………………………… 37
第三節 研究工具………………………………………………… 43
第四節 研究程序………………………………………………… 50
第五節 資料分析………………………………………………… 51
第四章研究結果與討論
第一節「教學勝任自在程度」向度之分析……………………… 53
第二節「任教意願」向度之分析………………………………… 67
第三節「需要性」向度之分析…………………………………… 80
第四節「付出額外時間」向度之分析 ……………………………94
第五節「科學實驗儀器操作製備」向度之分析…………………106
第六節 「對科學之興趣」向度之分析……………………………114
第七節 綜合討論……………………………………………………123
第五章結論與建議
第一節結 論………………………………………………………135
第二節建 議………………………………………………………147
參考文獻
中文部分……………………………………………………………151
英文部分……………………………………………………………154
附 錄
附錄一 預試問卷 …………………………………………………159
附錄二 正式問卷 …………………………………………………162
附錄三 「教學勝任自在程度」向度各組之細格平均數……… 165
附錄四 「任教意願」向度各組之細格平均數………………… 166
附錄五 「需要性」向度各組之細格平均數…………………… 167
附錄六 「付出額外時間」向度各組之細格平均數…………… 168
附錄七 「科學實驗儀器操作製備」向度各組之細格平均數… 169
附錄八 「對科學之興趣」向度各組之細格平均數…………… 170
附錄九 訪談紀錄案例…………………………………………… 171
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