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    題名: 臺北縣國民小學教師閩南語教學實施與教學效能之調查研究
    其他題名: A survey on Taiwanese teaching implementation and teaching efficacy for elementary school teachers in Taipei county
    台北縣國民小學教師閩南語教學實施與教學效能之調查研究
    作者: 張慶豐;Chang, Ching-feng
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    洪啟昌;Hung, Chi-chang
    關鍵詞: 閩南語閩;南語教學;教學效能;Taiwanese;Taiwanese Teaching;Teaching Efficacy
    日期: 2009
    上傳時間: 2010-01-11 00:21:53 (UTC+8)
    摘要: 本研究旨在瞭解臺北縣國民小學閩南語教學實施與教師閩南語教學效能之現況與關係,首先是討論臺北縣國民小學閩南語教學實施與教師閩南語教學效能之現況,其次是比較不同背景變項在閩南語教學實施與教師閩南語教學效能的差異情形,最後分析閩南語教學實施與教師閩南語教學效能的相關與預測作用。
    本研究除對相關文獻進行分析外,主要採用問卷調查法,以分層隨機抽樣的方式,針對臺北縣國民小學實際教授閩南語的教師進行調查,有效樣本共436份。所得資料採用SPSS12.0 for Windows統計套裝軟體進行描述性統計、t考驗、單因子變異數分析、皮爾遜積差相關以及多元逐步迴歸等統計方法分析。
    根據研究結果,歸納出以下結論:
    一、臺北縣國民小學閩南語教學實施現況屬中程度。
    二、臺北縣國民小學教師閩南語教學效能現況屬高效能。
    三、不同學校地區、學校規模、職務、教學年資及閩南語專業背景的教師所知覺閩南語教學實施具顯著差異。
    四、不同性別、年齡、學歷及閩南語教學年資的教師所知覺閩南語教學實施無顯著差異。
    五、不同學校地區、年齡、職務、教學年資、閩南語專業背景及閩南語教學年資的教師在閩南語教學效能上具顯著差異。
    六、不同學校規模、性別、及學歷的教師在閩南語教學效能上無顯著差異。
    七、閩南語教學實施與教師閩南語教學效能具有中度之正相關。
    八、閩南語教學實施對教師閩南語教學效能具正向之預測力。
    研究者最後根據上述結論,提出具體建議以提供教育行政機關、學校行政單位、國民小學教師以及後續研究者之參考。
    This research aims to study the current status of implementation and teaching effectiveness of Taiwanese language teaching in Taipei County elementary schools and the relationship between the implementation and teaching effectiveness. The first part of this thesis will give an overview of the implementation and teaching effectiveness of Taiwanese language teaching in elementary schools of Taipei County, and the second part is composed of a comparative study on the relationships between implementation of Taiwanese language teaching and the teaching effectiveness based on several sets of background variables. The final section will include an analysis on the correlations and predictability between implementation of Taiwanese language teaching and the teaching effectiveness.
    In addition to an analysis of relevant research literature, this research was mainly conducted through a questionnaire survey. Through stratified random sampling, a survey was handed out to Taiwanese language teachers in Taipei County elementary schools. A total of 436 effective samples were returned, and the derived data were put under a descriptive statistical analysis through the SPSS12.0 for Windows software, t-Test, one-way ANOVA, Pearson product-moment correlation analysis, and multiple regression analysis.
    The results are consolidated into the following conclusions:
    I.Implementation of Taiwanese language teaching in Taipei County elementary schools is rated at the medium level.
    II.Teaching effectiveness is rated at the high level.
    III.Significant differences are found in the following implementation variables: different school districts and school scales and teachers’ position, years of experience in teaching, and professional training in Taiwanese language teaching.
    IV.No significant differences in teaching effectiveness are found among teachers of different gender, age, level of education, and years of experience in Taiwanese language teaching.
    V.Significant differences are found in the following teaching effectiveness variables: different school districts and teachers’ age, position, years of experience in teaching, professional training in Taiwanese language teaching, and years of experience in Taiwanese language teaching.
    VI.No significant differences in teaching effectiveness are found among teachers of different school scales, gender, and level of education.
    VII.Medium level positive correlation is found between implementation and teaching effectiveness of Taiwanese language teaching.
    VIII.Implementation of Taiwanese language teaching has positive predictability to the effectiveness of Taiwanese language teaching.
    Based on the above conclusions, the researcher made substantial recommendations, which can be provided as references to education related administrative agencies, school administrative offices, elementary school teachers, and follow-up researchers.
    顯示於類別:[教育政策與領導研究所] 學位論文

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