國小教師素養導向探究教學及其相關因素之研究：以成長心態與知識信念為例

A Study on Elementary School Teachers' Competency-Based Inquiry Teaching and Its Related Factors: Taking Growth Mindset and Epistemic Beliefs as Examples

10.6384/CIQ.202407_27(3).0001

黃儒傑(Ju-Chieh Huang)

素養導向教學 ； 探究教學 ； 成長心態 ； 知識信念 ； competency-based teaching ； inquiry teaching ； growth mindset ； epistemic beliefs

課程與教學

27卷3期（2024 / 07 / 01）

1 - 39

繁體中文;英文

探究教學是十二年國民基本教育課程鼓勵學校發展的教學重點，因此，本研究探討國小教師素養導向探究教學及其相關因素，以作為學校教師參考。本研究針對台北市、新北市及桃園市國小實施問卷調查，回收376份問卷，回收率67.8%。研究發現：首先，教師投入於引導學生進行探究學習歷程的情形偏高，且大多實施在校訂課程及採用主題探究。其次，不同專業背景的教師在素養導向探究教學的情境問題確認層面具顯著差異，且不同教學年資的教師在探究學習引導及行動實踐交流層面亦具顯著差異。最後，教師的成長心態與知識信念對素養導向探究教學具顯著影響。

This study investigated elementary school teachers' competency-based inquiry teaching and explored factors influencing it, aiming to provide valuable insights for schools and teachers. All data were collected from questionnaire survey targeting teachers in Taipei City, New Taipei City, and Taoyuan City, total of 376 valid responses. The results revealed several key findings: (1) Teachers' Level of Inquiry Implementation increased as a majority of teachers reported actively guiding students through the inquiry learning process, primarily within the context of the school-developed curriculum; (2) Impact of Professional Background found with a significant variations in teachers' competency across the "identifying situational problems" dimension, based on their professional backgrounds; (3) Influence of Teaching Experience also emerged as a significant factor, impacting teachers' scores in the "inquiry learning guidance" and "action practice and communication" dimensions; (4) Growth Mindset and Epistemic Beliefs, too, significantly influenced teachers' competency in applying inquiry-based teaching approaches.