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題名:高級中學教師評鑑模式之建構與驗證
作者:楊寶琴
作者(外文):Yang, Bao-Chin
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2008
主題關鍵詞:高級中學教師評鑑德懷術領域規準指標senior high schoolteacher evaluationDelphi techniqueareacriteriaindicator
原始連結:連回原系統網址new window
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本研究主要目的在建構與驗證高級中學教師評鑑之模式,為達研究目的,首先探討教師評鑑等相關文獻;並依據文獻探討初步結果進行訪談,再據此資料分析編製「高級中學教師評鑑標準系統之調查問卷」,進行德懷術專家意見調查,並針對國內高級中學教師評鑑相關之專家,進行意見蒐集。再者,本研究亦發展出「高級中學教師評鑑現況之調查問卷」,進行高級中學教師意見蒐集與彙整。最後,進行資料之分析,以建構我國高級中學教師評鑑之模式,本研究獲致結論如下:
壹、高級中學教師評鑑標準系統,可分為領域、規準與指標等三個層次。
貳、高級中學教師評鑑標準系統中之領域,包括學科知能等四項。
參、高級中學教師評鑑標準系統中之規準,包括能具備與表達學科專門知識等十五項。
肆、高級中學教師評鑑標準系統中之指標,包括能精熟主要任教學科專門知識等七十五項指標。
伍、高級中學教師評鑑標準系統中領域之重要程度依序為敬業精神與態度、教學知能與實務、學科知能以及專業發展等。
陸、高級中學教師評鑑標準系統中規準之重要程度以能適切地展現教學熱忱最為重要。
柒、高級中學教師評鑑標準系統中指標之最重要程度為能精熟主要任教學科專門知識等。
捌、高級中學教師評鑑的目的應以提供教師自我省思,瞭解自己教學之優缺點等為優先考量。
玖、高級中學教師評鑑的結果應用應以書面個別通知教師,並予以保密,非經教師本人同意不得公開個人資料等為優先考量。
拾、高級中學教師評鑑的適當方式應以教師自我評鑑、小組評鑑與同儕評鑑等為優先考量。
拾壹、高級中學教師評鑑適宜的資料蒐集方式以教室觀察等為優先考量。
拾貳、高級中學教師評鑑的評鑑人員以校內任教同一學科的教師等為優先考量。
拾參、高級中學教師評鑑人員應具備的重要素養以能適切地展現教學熱忱等為優先考量。
拾肆、高級中學推動學校本位的教師評鑑模式,包括確立法源以訂定評鑑目的等十二個步驟。
拾伍、高級中學學校本位的教師評鑑模式中可運用的評鑑工具,包括高級中學教師自我評鑑檢核表、高級中學教室觀察檢核表、高級中學教師教學滿意度評量表以及高級中學教師評鑑綜合評述表。
The purpose of the study was to construct and verify a teacher evaluation model for senior high school. Firstly, the teacher evaluation documents were collected and reviewed. According to these results, a prototype model was established and will be verified. A survey by questionnaire for teachers of senior high school was conducted and Delphi technique was utilized from experts who majored in the teacher evaluation. In addition, four evaluation tools were also constructed within the model. Finally, the following conclusions were analyzed and drawn:
1.The teacher evaluation standard system of senior high school was composed of 3 levels, including area, criteria and indicator.
2.About the area , it was composed 4 components, such as the subject ability.
3.About the criteria, it was composed of 15 items, such as the ability and presentation of the specific subjects.
4.About the indicators, it was composed of 75 indicators, such as the skillful ability of the teacher major.
5.About the area, the most important items were loyalty and attitude of a teacher, instructive ability, subject ability, and the professional development.
6.About the criteria, the most important item was to express their passion in teaching.
7.About the indicator, the most important item was whether they were skillfully in teaching their major subjects.
8.The purpose of the teacher evaluation was to provide information for auto-criticism and self-evaluation in school teaching.
9.The result of teacher evaluation should inform every teacher individually with paper report. This result should be reserved for teacher himself/herself only.
10.The teacher evaluation system should focus on self-evaluation, group evaluation, and peer evaluation.
11.The most proper way to understand teacher instruction was to observe directly in the classroom.
12.The most recommended evaluator was the teacher who taught the same subject in the same school.
13.The evaluator should have good quality and passion in school teaching.
14.For the model of teacher evaluation, the school should offer sufficient support in every step, such as committing the legal authority.
15.About the tools for teacher evaluation, it was composed of self-evaluation table, classroom-scouting table, teaching-satisfaction table and over-all-evaluation table.
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