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    題名: 新北市國民中學教師品德教育認知與實施之研究
    其他題名: A study on teachers' cognition and practice of moral education for junior high schools in New Taipei City
    作者: 高秀妙;Gao, Hsiu-Miao
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清
    關鍵詞: 國民中學教師;品德教育;認知與實施;Junior High School Teacher;Character Education;the Cognition and Practice
    日期: 2013
    上傳時間: 2013-04-13 10:39:09 (UTC+8)
    摘要: 本研究旨在探討國民中學教師品德教育的認知與實施情形。首先了解新北市國民中學教師對品德教育的認知與實施現況,以及在實施過程中所覺察之困難與需求,其次分析不同背景變項的教師在認知及實施上的差異情形。
    本研究採問卷調查法,使用自編之「國民中學教師品德教育認知與實施調查問卷」為研究工具,以新北市60所公立國民中學教師為研究對象,採分層抽樣方式來選擇樣本,共發出問卷681份,回收有效樣本數為636份,可用率達93%。依回收問卷資料進行描述性統計、t檢定、單因子變異數分析、雪費法事後多重比較等統計分析,並加以討論。歸納本研究之主要發現如下:
    一、新北市國民中學教師品德教育的認知程度屬中上偏高程度,以
    「品德教育內涵」的認知程度最佳。
    二、新北市國民中學教師品德教育的實施程度屬中上偏高程度,以
    「品德教育目標」的實踐程度最高。
    三、新北市國民中學教師對品德教育實施的困難與需求均有中上程度
    的感受。
    四、不同年齡、教育程度、服務年資、擔任職務、學校地區、學校規
    模的新北市國民中學教師對品德教育的認知程度有所差異。
    五、不同年齡、服務年資、擔任職務、相關研習經驗、學校地區的新
    北市國民中學教師對品德教育的實踐程度有所差異。
    六、不同性別、服務年資、擔任職務、學校地區、學校規模的新北市
    國民中學教師對品德教育實施的困難與需求程度有所差異。
    依據上述研究結論,提出具體建議,以供教育行政機關、學校單位、教師及後續研究之參考。
    The first step of the study is to investigate the cognition, the implementation, and practice of character education by junior high school teachers in New Taipei City. Also, the difficulties and requirements that the teachers encountered in progress are concerned in the research. Finally, this study analyzes the differences in the cognition and practice of character education among teachers with different backgrounds.
    The researcher adopts the method of questionnaire survey with self-designed questionnaire “The Cognition and Practice of Character Education by Junior High School Teachers”. The survey is targeted at the teachers in 60 public junior high schools in New Taipei City, and uses Stratified Random Sampling Method to select samples. The amount of the delivered questionnaires is 681, and the amount of available questionnaires is 636. The valid ratio is 93%. The obtained data are analyzed with frequency distribution, mean, t-test, one-way ANOVA, and Scheffé method.

    The main findings of this study were as follows:
    1. Junior high school teachers in New Taipei City have reached a medium high level in the cognition of character education. The level of ‘The Connotation of Character Education’ is very high.
    2. Junior high school teachers in New Taipei City have reached a medium high level in practice of character education. The level of ‘The Goal of Character Education’ is the highest.
    3. In the way that teachers encounter difficulties and requirements in practice of character education, junior high school teachers in New Taipei City have reached a medium high level.
    4. According to various backgrounds such as age, gender, position, experience, district, level of education, and size of the schools, the perceptions in cognition of character education of junior high school teachers in New Taipei City are different.
    5. According to various backgrounds such as age, gender, position, experience, district, level of education, and size of the schools, the implementation and practice of character education of junior high school teachers in New Taipei City differ from each other.
    6. According to various backgrounds such as age, gender, position, experience, district, level of education, and size of the schools, the difficulties and requirements that junior high school teachers in New Taipei City encounter in practice of character education are dissimilar.

    Based on the results of the study, some suggestions can be provided for educational institutes, administrative units of schools, teacher at junior high schools, and further research plans.
    顯示於類別:[教育政策與領導研究所] 學位論文

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