教師專業訓練與形式運思功能的識認關係

Relationships of Teachers' Professional Level to Their Recognitions of Formal Operations Functioning in Teaching Behaviors

郭生玉(Sheng-Yu Kuo)

《教育心理學報》 12期 (1979/06) Pp. 157-166

https://doi.org/10.6251/BEP.19790601.11

摘要

本研究之理論根據爲「個人的專業領域對形式運思能力之表現，具有決定性之影響」，據此，本研究假設「個人不同的專業訓練，可能會影響其對形式運思功能之判斷」，並進一步推想「個人的認知能力與形式運思功能之判斷有關」。爲考驗上述假設，本研究以193名在職中學教師爲對象，評斷錄影帶所放映出的兩種教學策略之形式運思功能，然後根據3（專業訓練）×2（認知能力）因子的複依變數分析法，分析所得資料，結果顯示：教師不同的專業訓練和形式運思功能之判斷，沒有明顯的關系所在，且教師的認知能力也與形式運思功能之判斷，無關系存在。基於上述結果，研究者指出兩個進一步研究建議：(1)採用不同職業領域的受試者，進行教學中形式運思功能判斷之研究；(2)研究識認不同教學策略的能力與實施不同教學策略能力之相互關系。

並列摘要

The assumption that individual selection of a profession would greatly affect the manifestation of formal operations has provided the appropriate rationale for the present study. Based on it, it was hypothesized that the degree of professional training of the person would influence his recognition of formal operations functioning, and it was further speculated that there would be relationship between individual cognitive ability and his recognition of formal operations functioning.
The subjects for the present study were 193 school teachers who are teaching at secondary school. They were asked to rate two teaching strategies in terms of formal operations functioning after watching two videotapes. The data obtained were analyzed by a two-way multivariate analysis of variance with three professional levels and two cognitive abilities. The results indicated that there was no relationship between professional levels of teachers and their recognitions of formal operations functioning in teaching behaviors, and that there was no relationship between teachers’ cognitive abilities and their recognitions of formal operations functioning. On the basis of these results, two suggestions for farther study were generated by thin study. First, farther research should be conducted by selecting subjects from extremely different vocational context in order to more clearly understand the relationship between the recognition of formal level functioning and professional specializations. Second, further research is also necessary to provide a understanding of the relationship between the recognition of teaching strategies and performance of teaching strategies.