國小資優教師獨立研究教學效能之研究

本研究之目的在了解國小資優教師對獨立研究課程之教學效能。採用調查的方式，蒐集十九縣市173位國小資優教師之專業背景與獨立研究教學自我效能，採用卡方考驗、相依樣本變異數分析及雙因子多變量變異數分析進行資料分析。研究結果發現，資優教師若曾指導學生參加競賽，在獨立研究技能向度的效能感顯著優於未曾指導者，教學年資多寡則對獨立研究教學效能無顯著差異；在獨立研究概念內涵的教學效能上，資優教師在社會調查研究法的效能最佳，人文歷史法次之，對於生態觀察方法的效能則相對低落；在獨立研究技能的教學效能方面，資優教師對於協助學生確定主題、訂定研究問題與評量成效的教學效能相較於其他技能低落。本研究對此結果提出實務建議。

關鍵字

獨立研究；教學效能；資優教師

並列摘要

This research investigates the teaching effectiveness of elementary school gifted teachers in implementing independent study instruction. The research collected the professional background and independent study teaching self-efficacy of 173 in-service gifted teachers in 19 counties and cities across the country, and conducted data analysis through Chi-square test, repeat measured ANOVA and two-factor MANOVA. The results of the study found that whether the gifted teachers had the experience of guiding students to participate in the competition had significant differences in the teaching effectiveness of independent study, but there was no significant difference in the teaching effectiveness of independent study according to the number of teaching years. Also, the teaching effectiveness of survey research is the highest, followed by historical method , and the ecological observation method is significantly lower; in terms of research skills, the teaching effectiveness of gifted teachers in assisting students to identify topics, formulate research questions and evaluate effectiveness is significantly lower. This study provides conclusions and practical recommendations for this result.

並列關鍵字

independent studies ； teaching effectiveness ； teachers of gifted students

參考文獻

孫志麟（2003）。教師自我效能的概念與測量。教育心理學報，34（2），139-156。https://doi.org/10.6251/BEP.20020619

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. https://psycnet.apa.org/doi/10.1037/0033-295X.84.2.191

Gomez-Arizaga, M. P., Valdivia-Lefort, M., Castillo-Hermosilla, H., Hébert, T. P., & Conejeros-Solar, M. L. (2020). Tales from within: Gifted students’ lived experiences with teaching practices in regular classrooms. Education Sciences, 10(5), 137. http://dx.doi.org/10.3390/educsci10050137

Han, J., Yin, H., & Wang, J. (2018). A case study of faculty perceptions of teaching support and teaching efficacy in China: characteristics and relationships. Higher Education, 76(3), 519-536. https://doi.org/10.1007/s10734-017-0223-0

Kim, K. R., &Seo, E. H. (2018). The relationship between teacher efficacy and students' academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(4), 529-540. https://doi.org/10.2224/sbp.6554

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