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題名:國中教師教學效能評鑑之研究
作者:馮莉雅 引用關係
作者(外文):Feng Li-Yia
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:張新仁
學位類別:博士
出版日期:2001
主題關鍵詞:教師評鑑教師自評學生評鑑教室觀察teacher evaluationself-evaluationstudent ratingclassroom observation
原始連結:連回原系統網址new window
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本研究主要目的有三點:(一)發展「教學效能學生意見回饋表」、「教學效能教師自評表」和「教學效能教室觀察表」,(二)探討三種評鑑工具的一致性和效度,(三)根據研究結果,提出具體建議,以供改善教師教學表現及教師評鑑之參考。
本研究分二階段,第一階段以南部五縣市數學科教師和國文科教師為研究對象,隨機叢集取樣,請全校國文科教師和數學科教師填寫「教學效能教學自評表」,共395位教師。並進行群集分析,將教師教學效能區分成「高效能自評組」和「低效能自評組」。第二階段是按「高效能自評組」和「低效能自評組」的比例,及國文科教師和數學科教師比例抽取30位教師,以「教學效能教室觀察表」進行三堂課的教學觀察。並請一班被觀察教師任教的二年級學生填寫「教學效能學生意見回饋表」。茲歸納本研究主現發現如
三種教師教學效能評鑑工具皆可有效區分出教師的教學效能
一、教師教學效能可區分成兩種類型。「教學效能教師自評表」、「教學效能學生意見回饋表」、「教學效能教室觀察表」三種評鑑工具皆可有效地將教師的教學效能分成表現正向積極的類型及表現反向普通的類型,前者在「學科教學能力」和「班級經營能力」的得分皆高於後者的得分。且學生和專家對前者的評分皆顯著高於後者,顯示三種評鑑工具能有效評鑑出教師的教學表現。
二、教學效能的教師自評、學生評鑑和專家評鑑具有一致性
本研究發現國中教師教學效能評鑑的教師自評、學生評鑑和專家評鑑三者之間具有一致性:
(一)從多變項變異數分析,發現教學效能教師自評、學生評鑑和專家評鑑三者之間沒有顯著差異。
(二)從Phi相關分析,發現教師自評、學生評鑑和專家評鑑三者所評鑑的類型彼此間有顯著的相關。
(三)從積差相關分析,發現「學科教學能力」、「班級經營能力」和「整體教學效能」三方面的教師自評、學生評鑑和專家評鑑,大部份都有顯著相關。沒有顯著相關的部份皆與教師自評的「班級經營能力」有關。
The main purposes of this study were to develop three teaching effectiveness instruments: Teaching Effectiveness Classroom Observation Record (TECOR) , Teaching Effectiveness Teacher Questionnaire (TETQ) and Teaching Effectiveness Student Questionnaire (TESQ); and to validate three teaching effectiveness instruments : to determine whether significant correlations occurred between TECOR, TETQ and TESQ.
There were two stages in the research . In the first research stage, the sample consisted of 395 Chinese teachers and Math teachers from the junior high schools in five cities and counties of the south Taiwan. The research instrument was TETQ. The data was analyzed of cluster analysis.
In the second research stage, the sample consisted of 1000 students and 30 Chinese teachers and Math teachers from the first research stage. The research instruments were TECOR and TESQ.
Based on the data obtained and the interpretation of subsequent analyses, the following were made:
1.TECOR, TETQ and TESQ had a high degree of validity with respect to
each other.
2.The correlation between TECOR, TETQ and TESQ was statistically
significant . TECOR, TETQ and TESQ were not statistically different from
the others.
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張德銳(民85)。國小教師成績考核系統之研究。國科會專題研究計畫成new window
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張德銳(民88)。我國中小學教師評鑑的檢討與展望。師友,1999.3,5-8。new window
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鄭湧涇、楊榮祥、林金盾、童麗珠、林陳涌(民88)。中等學校生物教師
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