教師發揮教學設計想像力的心理與環境因素探究

The Influences of Individual Psychology and School Environment on the Teachers' Imaginative Capability of Instructional Design

許育齡(Yu-Ling Hsu) ； 梁朝雲(Chao-Yun Liang) ； 林志成(Chih-Cheng Lin)

《當代教育研究季刊》 21卷2期 (2013/06) Pp. 113-148

https://doi.org/10.6151/CERQ.2013.2102.04

摘要

本研究探究教師從事教學設計的想像力，及其個人心理與學校環境與該想像力的影響。本研究以380位職前教師的樣本做為因素建構組；復以318位現職教師樣本做為因素驗證組，考驗不同人口變項的差異，並探討影響教學設計想像力的結構模型。研究結果顯示：（1）教學設計想像力，可分為創造性與再造性想像力；（2）教學設計想像力與內外因素影響效果差異，主要顯現於教學年資不同，以及學校規模與擔任職務角色兩者間的交互作用；（3）內在動機對創造性與再造性教學設計想像力，有直接的預測力；（4）個人心理與學校環境之自我效能、生產認知、教學資源、文化特質與物理條件等因素則可透過內在動機的中介作用，間接預測教師教學設計之創造性與再造性想像力；（5）不論對再造性或創造性想像力，負向情緒都有直接的負向效果。本研究所建立的工具，具備穩定的信度與效度，未來可運用於跨領域施測並進行比較分析。此外，預測教學設計想像力的結構模型亦深具再探究的學術價值。

關鍵字

個人心理 ； 教學設計 ； 想像力 ； 學校環境

並列摘要

This study aimed at analyzing the teacher's imaginative capability of instructional design and how individual psychology and school environment would predict the capability. This study also analyzed the demographic influences and established a structural model to predict the imaginative capability of instructional design. In order to achieve the research goals, we conducted an exploratory factor analysis to determine the most appropriate structure of imaginative capability in a sample of 380 pre-service teachers (serving the calibration sample), and then conducted a confirmatory factor analysis to confirm the established structure in a sample of 318 in-service teachers (serving the validation sample). The results of this study showed that: (1) the imaginative capability of instructional design consisted of creative imagination and reproductive imagination; (2) both the years of service and the interactive effect between school scale and role duty had different influences on the imaginative capability, individual psychology and school environment; (3) intrinsic motivation had direct effects on both creative imagination and reproductive imagination; (4) self-efficacy, generative cognition, teaching resources, human aggregate and physical component had indirect effects on two types of imagination through the mediator of intrinsic motivation; (5) negative emotion had negative effects on two types of imagination. Both reliability and validity analyses gave the instruments good support which can be used for the future inquiries in different domains. In addition, it is valuable to further explore the structural model established in this study.

並列關鍵字

individual psychology ； instructional design ； imaginative capability ； school environment

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