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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/51473


    Title: 臺北縣國民中學教師對友善校園的認知及其班級經營策略之研究
    Other Titles: A study on junior high school teachers' cognition of friendly campus project and their strategies of class management : with Taipei county as the case
    Authors: 王一婷;Wang, Yi-ting
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清
    Keywords: 國民中學;國民中學教師;友善校園計畫;班級經營策略;junior high school;junior school teacher;strategy of class management;Friendly Campus Project
    Date: 2010
    Issue Date: 2010-09-23 15:20:59 (UTC+8)
    Abstract: 本研究旨在探討台北縣國民中學教師對友善校園的認知及其班級經營策略。為達研究目的,首先,蒐集與探討和本研究有相關之文獻,據以發展研究架構;其次,編製「國民中學教師之友善校園認知與班級經營策略調查問卷初稿」,並進行專家內容效度及預試,經統計分析結果,修訂成正式問卷;繼之,以分層隨機抽樣方法抽取台北縣40所國民中學的導師為施測對象,共發出711份問卷,有效問卷666份,有效問卷回收率94%。問卷回收資料經以描述統計、t檢定、單因子變異數分析、雪費法(Scheffé)事後多重比較、皮爾遜積差相關分析、多元逐步迴歸分析等統計方法進行分析。
    本研究的主要發現如下:
    一、台北縣國中教師對友善校園計畫的推動,認為有其必要性,其中最重視的是「人權教育」層面;
    二、台北縣國中教師對友善校園的認知會因性別、年齡、教學服務年資、師資養成方式、學校規模不同而有所差異,唯因平均分數頗高,故其差異的意義較不明顯;
    三、台北縣國中教師運用多元化之班級經營策略且實踐程度皆屬良好,尤以「建立班級常規」之實踐程度最高;
    四、台北縣國中教師的班級經營策會因性別、年齡、師資養成方式、學校規模不同而有差異性,唯因平均分數頗高,其差異性的意義較不明顯;
    五、台北縣國中教師對友善校園認知與其班級經營策有中度正相關;六、教師友善校園之認知對班級經營策略具有預測力,其中以「性別平等教育」、「人權教育」的預測力較高。
    This study aimed to investigate teachers’ cognition of Friendly Campus Project and their strategies of class management in junior high schools in Taipei County.
    The method of questionnaire survey was adopted, and a self-composed questionnaire titled “The Questionnaire of Teachers’ Cognition of Friendly Campus Project and Their Strategies of Class Management ” was administered to 711 junior high school teachers. Data were analyzed with the methods of descriptive statistics, t-test, one-way ANOVA, the Scheffé’s method, Pearson’s product-moment correlation, and the step-wise multiple regression analysis. The main findings of this study were as follows:
    1. The junior high school teachers in Taipei County think it necessary to promote the Friendly Campus Project. They especially emphasize the education of human rights.
    2. The teachers’ cognition of Friendly Campus Project varies in their genders, ages, seniority, level of teacher education, and their school sizes. However, there is no significant difference because of high average scores of the teachers’ cognition of Friendly Campus Project.
    3. The application and fulfillment of the strategies of the diversified resource class management are both good. Especially, “the Enactment of Classroom Rules” is best enforced.
    4. The teachers’ class management varies in genders, ages, level of teacher education, and their school sizes. However, there is no significant difference because of high
    average scores of teachers’ strategies of class management.
    5. Teachers’ cognition of Friendly Campus Project is intermediately positive correlated with strategies of class management.
    6. The strategies of class management are predicted by Teachers’ cognition of Friendly Campus Project. The “Education of Gender Equality” and “the Education of Human Rights” are better predictors.
    Appears in Collections:[教育政策與領導研究所] 學位論文

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