题名

教師和圖書教師協作量表之編制與協作模式之初探

并列篇名

The Development of Teacher and Teacher-Librarian Collaboration Scale and Examining the Levels of Collaboration Models

DOI

10.6120/JoEMLS.2014.513/0603.RS.AM

作者

陳海泓(Hai-Hon Chen)

关键词

教師 ； 圖書教師 ； 協作量表 ； 協作模式 ； Teacher ； Teacher-librarian ； Collaboration scale ； Collaboration model

期刊名称

教育資料與圖書館學

卷期/出版年月

51卷3期（2014 / 04 / 01）

页次

411-444 - 31

内容语文

繁體中文
中文摘要

本研究旨在編製一份教師和圖書教師協作量表，以了解教師和圖書教師協作的實務，並就此建構出教師和圖書教師協作教學的層面和模式。以南部地區國中和國小圖書教師59位、教師76位和2位校長，共137位為主要研究對象。結果顯示：（一）「教師和圖書教師協作量表」包括「統整的教學」、「圖書教師和圖書館是資源」以及「圖書教師的傳統角色」三個分量表，共22題。（二）「教師和圖書教師協作量表」有相當好的內部一致性信度，有良好的建構效度。（三）進行探索性分析顯示，各題項測量之因素符合理論構念，分量表與總量表有高度的相關。分析目前南部地區教師和圖書教師協作的模式，顯示教師和圖書教師協作的層面與模式仍是低層次的合作cooperation，以提供教師教學的資源較為普遍；高層次的協作collaboration統整的教學仍不多見。
英文摘要

The purpose of this study was twofold. The first purpose was to construct the Collaboration Scale for primary and secondary school teacher and teacher-librarian of Taiwan. Teachers and teacher-librarians were selected from five municipals in the south of Taiwan. Fifty-nine teacher-librarians, 76 teachers and 2 principals from 60 primary and secondary schools participated in this study for the testing of scale quality. Results indicated as follows: 1. The Collaboration Scale consisted of 22 items, divided into three factors, which were integrated instruction, teacher-librarian and library as resource, and traditional role of teacher-librarian. 2. The Collaboration Scale had reasonable coefficient of internal consistency reliability and content validity. 3. Exploratory factor analysis showed that The Collaboration Scale had acceptable construct validity. Three factors explained variance 60.23% and had high correlations of the Collaboration Scale separately. The second purpose was to examine the facets of teacher and teacher-librarians collaboration. Results indicated that teacher and teacher-librarians had low-end collaboration, most of the cooperation existed in teacher-librarians provided materials or resources for the teachers; high-end collaboration, integrated instruction appear to be less prevalent among participants in this study.
主题分类 人文學 > 圖書資訊學
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被引用次数
  1. 陳海泓(2015)。教師和圖書教師高層次協作教學模式建構及其對五年級學生主題探究報告和月考成績的影響。教育資料與圖書館學，52(3)，299-336。
  2. 羅嘉雲、林巧敏(2018)。國小圖書教師與學科教師協作教學意見調查。圖書館學與資訊科學，44(1)，69-94。
  3. (2016)。社會領域教師和圖書教師高層次協作教學對國民小學六年級學生主題探究學習的影響以及學生的回應。圖書資訊學研究，10(2)，87-132。
  4. (2018)。從「讀書」到「閱讀」：國中小國語文閱讀教育趨勢的流變。教育研究月刊，294，49-71。
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