- 學位論文
國小教師補救教學教師知識之重要表現程度分析
Elementary Teachers' Knowledge in Remedial Teaching: An Importance-Performance Analysis
摘要
本研究旨在探討補救教學教師知識，並試圖發現補救教學教師所需強化的教師知識內涵。研究方法以臺中市與南投縣國小共255位補救教學人員為研究對象進行問卷調查，並運用重要—表現分析探究補救教學教師尚待增強的教師知識。 研究結果發現，在對補救教學教師知識重要性知覺情形，不因背景變項（補救教學年資、教職服務年資、有無參與補救教學師資培訓）而有顯著差異，但補救教學教師知識表現情形則受補救教學年資與有無參與師資培訓影響。最後，補救教學教學知識是最優先改善的構面，而對任教學科知識與重要概念間的關係的掌握度、引起補救教學學生的學習動機、對不同特性的學習落後學生給予差異化教學、及瞭解低成就學生心理特質並進行輔導等是最需優先強化的補救教學之教師知識項目。
並列摘要
The purpose of this study was to investigate teachers’ knowledge of remedial teaching in Taiwan. A total of 255 remedial teachers at elementary schools in Taichung City and Nantou County were investigated through teacher self-assessment. An importance-performance analysis (IPA) was used to identify the weakness to be improved on remedial teaching and provide recommendations for improvement. There wasn’t significant difference among the years of remedial teaching service, years of service, and remedial teaching training for the perception of importance in teachers’ knowledge in remedial teaching. However, there was significant difference between the years of remedial teaching service and remedial teaching training for the perception of performance in teachers’ knowledge in remedial teaching. The results show that the pedagogical content knowledge of remedial teaching is in the 4th quadrant (concentrate here), which is the first priority to strengthen. And the mastery of the relationship between the knowledge of the teaching subject and the important concepts, the promoting of students learning motivation, the differentiated instruction to meet individual needs, understanding the psychological characteristics of low-achieving students are also the priority for improving teachers’ knowledge of remedial teaching.
參考文獻
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