高職綜合職能科教師應用協同教學於職業課程之現況探究

A Study on Team Teaching Method in Vocational Courses at Vocational High Schools

許紋綺(Wen-Chi Hsu)

指導教授 ： 趙本強

中原大學/人文與教育學院/特殊教育研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400023

摘要

本研究旨在探討公立高職綜合職能科教師實施協同教學之現況，包括協同教學之運作情形，以及公立綜合職能科教師對協同教學之態度與成效認知的情形。本研究採問卷調查法，研究工具為研究者自編之「高職綜合職能科教師應用協同教學於職業課程之現況及其對此教學法之態度與成效認知調查問卷」，主要以北、中、南與東部公立高職綜合職能科參與協同教學之教師為研究對象，採叢集隨機抽樣之方式，抽取164位參與協同教學教師為受試對象，回收141份有效之問卷。問卷內容主要係調查協同教學在教學計畫、教學模式、學習評量與成效評鑑方面之運作情形及教師對協同教學之態度與成效認知，在協同教學之運作情形中共有7題並以勾選之方式作答，而態度認知及成效認知上分別為12題與18題，採用李克特氏的四點量表，每個題目有四個選項，由填答者選填「非常同意」得4分、「同意」得3分、「不同意」得2分、「非常不同意」得1分，無論是態度認知或是成效認知，得分愈高表示教師們對協同教學之態度或成效愈為正向。本研究使用的研究方法包括描述統計、內部一致性分析及變異數分析等方法。信效度的分析結果顯示，本研究有不錯的信效度，Cronbach α 介於.869~.948之間且採用專家評鑑之內容校度修訂此調查表。本研究之研究結果如下：
（一）在協同教學法的運作情形中，教學計畫方面主要以協同教學成員間共同討論之方
式來訂定；主副教學則為協同教學進行時最常運用之模式；教學結束後成員間共
同對學生之學習進行評量；最後在成效評鑑上以成員間互相評量與未進行評量兩
種情形最為常見。
（二）公立高職綜合職能科教師對實施協同教學法的態度屬於高度以上正向的看法。
（三）公立高職綜合職能科教師對實施協同教學法的成效，無論是在學校方面、教師方面或整體方面皆屬於中度以上正向的看法。
最後，根據將本研究結果，提出建議，供師資培育機構、實施協同教學之教師及公立高職設有綜合職能科之學校作為日後實施協同教學法的參考。

關鍵字

協同教學 ； 職業課程 ； 態度認知 ； 成效認知

並列摘要

The purpose of this study was to investigate current situation of special education teachers’ application of team teaching method in public vocational high schools and to examine teachers’ attitude toward this method as well as their evaluation of its effectiveness. Subjects were 164 special education teachers recruited from public vocational high schools nationwide in Taiwan using cluster random sampling method. Nevertheless,141 questionnaires were fully completed and used for analysis. The survey -「Vocational High School Teachers’ Attitude toward Team Teaching Method and Its Effectiveness」used in this study was developed to examine several aspects of team teaching method including instructional plans, teaching models, evaluation of student progress, and teaching effectiveness. Extensive review of related theory and research was conducted to from the survey’s framework and content. Method utilized in the study include descriptive statistics, analyses of internal consistency, and analyses of variance. Three major results were found including: (1)Teachers involving in team teaching work together to discuss and design instructional plans. Among varied team teaching models, the Primary-Assistant-Teacher design is the most frequently used model in which the primary teacher and the assistant teacher cooperate together to evaluate student learning progress. However, in terms of assessing the teaching effectiveness, teachers are either devoted to peer evaluation or doing nothing. (2)Special education teachers at public vocational high schools demonstrated positive and above-average attitude toward team teaching method. (3)Teachers also viewed the teaching effectiveness of team teaching method positively. Suggestions and implications are provided for prospective researchers and teachers who are interested in using team teaching method.

並列關鍵字

Attitude ； Vocational Courses ； Team Teaching ； Effectiveness

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