- 學位論文
教學風格於客製化教學研習活動之應用
Application of teaching styles on customized professional development workshops
摘要
本校相當重視教師的教學，花費相當時間與心力舉辦教師教學研習活動，希望透過教師參與精進教師教學。以往本校每一學期都舉辦六十至七十場教師研習活動，活動訊息透過電子信箱傳遞，傳遞內容侷限於活動名稱、日期以及地點且未包含活動具體內容，老師若要得知具體的研習內容，必須登入系統，逐一查閱，或是等到活動快開始透過另行通知之公告。如此複雜活動資訊的傳達，教師無法有效的選擇合適自己的教學研習活動，因此本研究目標在於透過相關統計分析，希望能夠找出研習活動資訊與老師屬性的關係，於未來將研究成果提供給教學發展中心，提供老師客製化的活動資訊，縮小老師在選擇研習活動的範圍與降低在選擇時的困擾。本研究利用教師的教學風格分類教師，欲從教師在教學風格上的差異對應出較老師感興趣的研習活動。研究對象為本校105學期新進教師，研究結果發現，新進教師對於校內舉辦的研習活動的興趣程度不高，五點量表成績幾乎在3分以下，且研究中發現教師教學風格與研習活動感興趣程度之相關性結果不顯著，但研習活動喜好與教師的教學背景例如：在校資歷、所屬科系或教育背景等部分有正相關，研究中也發現資深教師在教學風格上會趨向固定風格型態。由於本研究上在初步階段，未來建議可以全面實施教學風格普測，以推廣本研究結果。
並列摘要
Except for research and teaching, Chung Yuan Christian University pays much attention to student learning achievement as well; therefore the Center for Excellence and Innovation in Teaching of Chung Yuan Christian University was founded to enhance and improves teachers' teaching skills to promote lecturing quality by holding at least 60 professional development workshops in each semester. Normally, the center notify teachers workshop information through E-mail, which including the topic, date, and locations but without details of a seminar. If a teacher wants to know details of a workshop, he or she needs to log in the official website of the Center for Excellence and Innovation in Teaching to get the further information or wait for the announcement when the workshop gets closer. Consequently, it is not an efficient way for the teachers to find the appropriate seminar for themselves; Consequently, that provides a motivation for this study. The main purpose of this study is to determine relationships between workshops and teachers' interests. Several attributions of the teachers are used to identify the relationships. The results could help the center customize and fulfill the diverse needs of teachers to attend suitable workshops, which might attract teachers' interest to attend other seminars in the future and promote teachers teaching skills. The research subjects were new teachers with experience less one year or no experience. The result shows the relationship is weak for teaching styles and teachers' interests. However, results show that departmental attribution might be a factor which influences the will of a teacher to attend a workshop.