國民小學客語支援教師教學困擾與專業成長需求之研究

A Study on the Instructional Problems and Professional Growth Needs of Hakka Language Support Teachers in Elementary School

徐淇新(Chi-Hsin Shu)

指導教授 ： 林宜玄

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

https://doi.org/10.6841/NTUT.2013.00125

摘要

就國民小學客語支援教師而言，未受過師資培育學程，僅以36小時培訓課程。必須教授國小一至六年級的本土語言課程，而本土語言課程中以客語及原住民語最為弱勢，不易施教。因此，本研究為瞭解國民小學客語支援教師的教學困擾與專業成長需求，採用問卷調查法以「教育部增置國小教師員額經費管制及人力運用網」，登錄客語支援教師為母群體，寄發問卷為387份問卷，回收問卷239份，回收率為63%。使用描述性統計、單一樣本t考驗、獨立樣本t考驗及單因子變異數分析進行考驗。研究結果如下：
一、客語支援教師稍有教學困擾，依序是學科專業知識、教學評量、教學技巧。
二、不同客語教學年資、教育程度的客語支援教師其教學困擾程度有顯著差異。
三、客語支援教師專業成長需求程度屬「中度需求」。
四、客語支援教師在專業成長能力中以「學科知能」需求最高，其次是「教學技巧」能力、「教學評量」能力。
五、客語支援教師的專業成長方式利用「蒐集及研讀相關書籍或網站資料」及「參加教學相關研習活動」最多。

關鍵字

客語支援教師 ； 教學困擾 ； 專業成長需求

並列摘要

For a Hakka language support teacher in an elementary school, they never receive the professional education degree; they only had 36 hours training courses. The Hakka-language-supported teacher will have to teach the native language lessons from grade 1 to 6, among all the native language lessons, the Hakka language and aboriginal languages were in a disadvantage situation, and not easy to teach as well. Hence, the research is focused on analyzing the problems and needs of professional growth of Hakka language teachers. The research method is based on using the questionnaire, the Hakka-language-supported teachers on the website of “the Control of Elementary School Teacher’s Human Resource and Budgeting System”. The population is registed Hakka support teachers. Out of passing 387 questionnaires, 239 questionnaires were retrieved, the retrieve percentage is 63%. Description statistics, t-test and one-way ANOVA were used to analyze the data. The results of this study were as following:
1. The Hakka language support teachers have slightly instructional Problems, in turn, are discipline expertise, teaching evaluations, teaching skills.
2. Significant differences existed in different teaching seniority and education educational degree on instruction problem of the Hakka language support teachers.
3. The Hakka language support teachers’ professional growth extent of the need is ranked as "medium needs".
4. The Hakka language support teachers' professional growth ability of "discipline knowledge" as the highest needs, the second ability is "teaching skills" and the third ability is "teaching evaluations".
5. The Hakka language support teachers' top two professional growth are the "collecting and reading books or websites related information" and "participate in learning activities related to teaching".

並列關鍵字

Hakka language support teachers ； instructional problems ； professional growth

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