國小自然與生活科技教師教學信念與教學效能之研究

A Study on Teaching Beliefs and Teaching Efficacy for Elementary Schools in Science and Technology Teachers

10.29495/CITE.200411.0454

朱耀明；孫露華；陳敏志；閻世玲

自然與生活科技 ； 教學信念 ； 教學效能 ； science and living technology ； teaching beliefs ； teaching efficacy

科技教育課程改革與發展學術研討會論文集

2004期（2004 / 11 / 01）

454 - 459

繁體中文

本研究在探討國小自然與生活科技教師教學信念與教學效能現況及不同背景教師教學信念與教學效能的差異及其相關性，並分析教學信念對教學效能之預測力。以高雄市公立國民小學自然與生活科技教師爲研究對象，採分層隨機抽樣問卷調查法，針對高雄市85所學校251名國小自然與生活科技教師進行調查研究，回收209份有效問卷。以獨立樣本ｔ考驗、單因子變異數分析與逐步多元迴歸分析等統計方法進行分析。結果發現，高雄市國小自然與生活科技教師的教學信念趨向進步取向，教學效能偏向中、高效能，在服務年資變項間有差異存在，「因應環境影響」教學效能有待加強。整體教學信念與整體教學效能及各分層教學效能之間有顯著正相關。「學習氣氛」及「教室管理」之教學信念是預測教師教學效能的主要因素。

The purpose of this study was to explore the relationship among the elementary teachers' beliefs and teaching efficacy in science and living technology teaching. The approaches of teachers' beliefs and teaching efficacy in science and living technology teaching were investigated by way of random sampling. This study methodologically adapted questionnaire survey. The questionnaire was investigated 251 science and living technology teachers from 85 elementary school in Kaohsiung city. There were 209 valid responses totally. t-test, one way ANOVA and multiple stepwise regression method were used to analyze data. The conclusions were drawn as follows: Teachers' teaching beliefs would be more inclined to progressive. Teachers' efficacy would be more inclined to mid or high, and it existed difference in serving years. There was significant relationship between teaching beliefs and teachers' efficacy. The main factor of forecasting teacher's efficacy is the teaching beliefs on learning atmosphere and classroom's control.