English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 49983/85139 (59%)
造访人次 : 7793370      在线人数 : 42
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/93706


    题名: 新北市國民中學教師對教師學習社群知覺情形之研究
    其它题名: Teacher's perception on learning communities in New Taipei City
    作者: 施柏志;Shih, Po-Chih
    贡献者: 淡江大學教育政策與領導研究所碩士在職專班
    張鈿富;Chang, Dian-fu
    关键词: 教師學習社群;教師知覺;模糊統計;teacher learning community;teachers' perception;fuzzy statistics
    日期: 2013
    上传时间: 2014-01-23 13:26:11 (UTC+8)
    摘要: 本研究探討新北市國中教師對於教師學習社群的重要性與可行性的知覺情形。以模糊問卷進行調查研究,共發出400份問卷,回收有效問卷332份。選用模糊統計進行數據轉換,分析其模糊平均數、反模糊實數與模糊差異數。
    本研究結論如下:
    一、實務分享層面
    教師以「學習新知資訊」為優先關注項目,其他依序為「增進教學經驗」、「改善班級經營 」、「提升專業知識 」、「關注學生學習 」及「促進溝通協調」。
    二、情感支持層面
    教師以「勇於嘗試創新理念 」為優先關注項目,其他依序為「激勵教學熱忱 」、「解決教學困難 」及「同儕省思對話 」。
    三、社群願景層面
    教師以「社區人力與資源挹注」為優先關注項目,其他依序為「社群成員之間互相支持」、「成員積極參與組織運作」、「社群成員之間資源分享」及「社群成員任務分工明確 」。
    四、成果運用層面
    教師以「建構知識分享機制」為優先關注項目,其他依序為「建立社群資料庫」、「發展學校本位教材」、「關注學校發展議題」及「營造學校共同願景 」。
    依研究結果提出改善建議,供教育主管機關及學校規劃推動教師學習社群及後續研究之參考。
    The study aims to discuss the importance of teacher’s learning communities and their implementing feasibility. The study designed a fuzzy questionnaire, and surveyed 400 teachers in New Taipei City. The valid questionnaires are 332. Fuzzy statistics was used to transform the interval data, including fuzzy means, defuzzification, and fuzzy difference. The conclusions are as follows:
    I. Practice Sharing Level
    “Acquiring new knowledge and information” is listed as the top concern by teachers. The rest concerns, in sequential order, are “promoting teaching experience,” “improving class management,” “elevating professional knowledge,” “paying attention to student learning,” and “advancing communication and coordination.”
    II. Emotional Support Level
    “Being willing to try innovative concepts” is the top concern item listed by teachers. The rest concerns, in sequential order, are “stimulating devotion to teaching,” “solving difficulties in instruction,” and “reflective dialogs with colleagues.”
    III. Community Vision Level
    “Involvement of community manpower and resources” was the top concern of teachers. The rest concerns, in sequential order, were “mutual support among community members,” “members’ active participation in organizational operation,” “resource sharing among community members” and “definite division of tasks among community members.”
    IV. Achievement Application Level
    “Constructing knowledge sharing mechanism” is the top concern item by teachers. The rest concerns, in sequential order, are “establishing community database,” “developing school-based teaching materials,” “paying attention to school development issues,” and “building school vision.”
    Basis of the results, this study proposes improvement suggestions for related educational organizations and schools to promote the development of teacher learning communities.
    显示于类别:[教育政策與領導研究所] 學位論文

    文件中的档案:

    档案 大小格式浏览次数
    index.html0KbHTML175检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈