透過您的圖書館登入
IP:3.83.81.42
  • 學位論文

國中音樂教師「專業成長」與「教學效能」之研究

「Professional Growth」and 「Teaching Effectiveness」for Music Teachers at the Junior High School

指導教授 : 姚世澤 博士
若您是本文的作者,可授權文章由華藝線上圖書館中協助推廣。

摘要


本研究旨在探究國中音樂教師「專業成長」與「教學效能」之現況與相關性。首先針對研究問題,蒐集相關文獻資料,探討教師專業成長和教學效能的意義、重要性與內涵;其次經由研究者自編之「國中音樂教師專業成長調查問卷」與「國中音樂教師教學效能調查問卷」,瞭解國中音樂教師在專業成長與教學效能的現況,並深入探討二者互為影響之相關性。 本研究目的為:一、探討國中音樂教師參與「專業進修」之意願、方式及影響因素;二、探討國中音樂教師專業成長應涵蓋之「專業內涵」;三、調查國中音樂教師「專業成長」及「教學效能」之現況,並探究教師不同的背景在「專業成長」與「教學效能」上之差異性。四、探討國中音樂教師之「專業成長」與「教學效能」互為影響的相關性;五、根據上述研究結果,對教育行政單位及國中音樂教師提出具體建議,作為促進國中音樂教師專業成長及提昇教師教學效能之參考。 本研究經由相關文獻之探討與問卷調查結果之分析討論,獲致以下結論: 一、國中音樂教師願意參加進修之比例高達94.9 ﹪,促使教師參加進修的主要動機為「充實專業知能」;「時間不適當」則為阻礙教師參與進修的主因。 二、進修方式應多元化,增加教師認為最有幫助的「教學觀摩」之活動,並針對教師之學習需求,提供「音樂專業知能」、「音樂教學法」與「教學媒體運用及製作」方面的進修課程。 三、音樂教師在「專業內涵」方面應具備通識知能、音樂專業知能、教學知能、輔導知能及專業精神,而研究結果顯示,音樂教師之輔導知能最理想;在「教學效能」方面,音樂教師應在教學計劃、教學策略、班級經營與教學評量方面,具備良好的效能,而研究結果顯示,音樂教師在班級經營方面成效最佳。 四、音樂教師在「專業成長」與「教學效能」之相關性方面,不論就整體或各層面之內涵而言,均呈現高度顯著的相關性。因此,音樂教師應積極致力於專業之成長,以發揮最佳的教學效能。 五、音樂教師加強輔導之專業知能,對提昇其整體教學效能最具有顯著的影響性。

並列摘要


The purpose of this thesis is to research the current status of “professional growth” and “teaching effectiveness” as well as their interplay among junior high school music teachers. The first half of this thesis is a comprehensive literature review on the definition, significance, and qualities of “professional growth” and “teaching effectiveness ” To address the research questions, the second half uses a survey, composed of “A Questionnaire for the Junior High School Music Teacher about Professional Growth” and “ A Questionnaire for the Junior High School Music Teacher about Teaching Effectiveness” to examine their relations. The objectives of this research are as follows. First, to find out the willingness, influence factors, and methods of the junior high school music teacher to pursue “professional growth.” Second, to examine the coverage of professional growth for the junior high school music teacher. Third, to survey the current status of “professional growth” and “teaching effectiveness” among the junior high school music teachers and to explore the diversity among the teachers due to their differing expertise. Fourth, to study the relations between “professional growth” and “teaching effectiveness.” And fifth, to propose recommendations, based on the researched results, to the music teachers and the school authorities to improve professional growth and teaching effectiveness. Conclusions reached from data analysis are briefed: 1)As many as to 94.9% junior high school music teachers are willing to go on continuing education. The major motivation is to “enrich professional knowledge.” The greatest obstacle for them to join continuing education is schedule problem. 2)Alternatives should be offered for the music teachers to enrich their professional knowledge. More teaching demos, which many music teachers consider to be most helpful, are recommended. Courses meeting the teachers’ needs should be provided, like “Music Professional Knowledge,” “Music Teaching Method,” and “Design and Use of Teaching Aids.” 3)The professional competences a music teacher should have include general knowledge, music profession knowledge, pedagogical knowledge, consulting knowledge and dedication to the profession. According to research results, the music teachers their consulting knowledge and skills top other competences. In respect to teaching effectiveness, music teachers should be efficient in instruction planning, teaching strategies, class management, and teaching evaluation. Survey results show that music teachers perform best in class management regarding teaching effectiveness. 4)Research results show high correlation in professional growth and teaching effectiveness. Therefore, music teachers should devote themselves to their professional growth to achieve best teaching efficiency. 5)Music teachers should improve their consulting professional knowledge, which has the greatest impact on teaching effectiveness.

參考文獻


(eds.) The international encyclopedia of teaching and
孫志麟(1991):國民小學教師自我效能及其相關因素之研究。國立政治
何福田(1982):我國台灣地區中小學教師進修制度之研究。台北:正
孫國華(1993):國民中學教師生涯專業發展及其影響因素之研究。國立
李俊湖(1992):國民小學教師專業成長與教學效能之研究。國立台灣師

被引用紀錄


林怡伶(2014)。系統品質、認知有用性、認知易用性及教學效能關聯性之研究-以教育部數位學習服務平台線上課程為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2014.00327
林青青(2012)。新北市國中教師知識分享與教學效能之相關研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2012.00838
呂佳玲(2006)。公立交響樂團的非專職人力運用--以國立臺灣交響樂團為例〔碩士論文,國立臺北藝術大學〕。華藝線上圖書館。https://doi.org/10.6835%2fTNUA.2006.00049
張丸浩(2012)。教師教學信念與教學效能關係之研究:統合分析〔碩士論文,中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822%2fCTUST.2012.00008
簡婉娟(2002)。教師專業成長、進修需求與教學效能感之研究-以台北市公立國民中學綜合活動學習領域教師為對象〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-1904200716390991

延伸閱讀