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題名:「批判思考教學師資培訓」模式之探討
書刊名:教育與心理研究
作者:葉玉珠 引用關係
作者(外文):Yeh, Yu-chu
出版日期:1998
卷期:21(下)
頁次:頁307-332
主題關鍵詞:批判思考教學師資培訓專業知識個人教學效能教學行為Critical-thinking instructionTeacher trainingProfessional knowledgePersonal teaching efficacyTeaching behavior
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:0
  • 點閱點閱:28
     本研究的主要目的在探討批判思考教學師資培訓的「最適合(best-fit)」模式, 從而提議一有效旳批判思考教學師資培訓之參考模式。本研究的參與者為 75 位職前教師; 測量工具為一個電腦模擬教學課程和二份李克特式量表;分析方法則包括描述統計、 Hotelling['s T �插B以及 Structural Equation Modeling。 本研究發現 (1) 一個有效的 批判思考教學師資培訓課程至少涉及四個因素:參訓投入程度以及批判思考教學的專業知識 、個人教學效能與教學行為;(2) 職前教師的「參訓投入程度」對其批判思考教學的專業知 識及教學行為之改變有直接且正面的效果,對其個人教學效能的改變則有正面但間接的效果 ;(3) 在批判思考教學的過程中,職前教師批判思考個人教學效能的改變為其教學專業知識 與教學行為的改變之中介變項。
     The major purposes of this study were to find out the "best-fit" model for teacher-training in critical-thinking instruction and, accordingly, suggest an effective training model for critical-thinking instruction. Seventy-five preservice teachers participated in this study. The employed instruments were a computer-simulation program and two Likert-type questionnaires. The applied analyses included descriptive analysis, Hotelling's T ��, and Structural Equations Modeling (SEM). The major findings revealed that (a) an effective program for teacher training in critical-thinking instruction involves at least four factors: training-involvement level, professional knowledge, personal teaching efficacy, and teaching behavior related to critial-thinking; (b) the preservice teachers' "training-involvement level" directly influenced their improvement in professional knowledge and teaching behavior, but indirectly enhanced their personal teaching efficacy for critical thinking; (c) the preservice teachers' change in personal teaching efficacy was a mediator of their change in professional knowledge and teaching behavior during critical-thinking instruction.
期刊論文
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圖書論文
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