高中職教師閱讀態度與教學效能之研究

本研究旨在探討高中職教師之閱讀態度與教學效能之間的關係。研究方法係採問卷調查法，以中投地區（台中市、南投縣）高中職教師為研究對象，採用自編之「高中職教師之閱讀態度與教學效能之研究調查問卷」為工具，寄發18所樣本學校之教師進行調查，總計寄發360份問卷，回收有效數291份，歸納本研究發現為：一、高中職教師對於閱讀態度普遍抱持著正面的認同態度，其中對於「認知信念」層面之閱讀態度認同程度最高。二、高中職教師教學效能普遍表現情況良好，以「班級經營與輔導」表現最佳。三、在背景變項中，高中職教師之閱讀態度受到性別、年齡等因素影響而有所差異。四、在背景變項中，高中職教師之教學效能並無顯著差異。五、提高高中職教師對閱讀態度之認同程度，有助於教學效能的提升。六、「行為傾向」層面為提升教師閱讀態度的首要之務。最後，本研究依據上述研究結論提出相關建議，以供教育行政單位、學校行政人員、國民小學教師及未來研究之參考。

關鍵字

高中職教師；閱讀態度；教學效能

並列摘要

The purpose of this study was to explore the relationship between Senior High School Teachers ' reading attitudes and their teaching efficiency. The researcher used questionnaire survey method in this study and self-designed a questionnaire “the Relationship between Reading Attitudes and Teaching Efficiency of Senior High School Teacher”as the survey tool. Total 360 copies of questionnaire were sent to 18 sample senior high schools in 2 counties of central Taiwan（Taichung City, Nantou county）and 291 returned copies were effective. The results were as follows: 1. Senior high school teachers generally entertain high positive identity on reading attitudes. Among these reading attitudes options, “psychomotor of reading attitudes”received the highest level of identity. 2. Senior high school teachers ' teaching efficiency was rate a fair performance, and the best part was “Classroom Management”. 3. Among background variables, both senior high school teachers ' reading attitudes was influenced by gender, and age. 4. Among background variables, both senior high school teachers ' teaching efficiency was not influenced by all background variables. 5. To raise senior high school teachers ' identity on reading attitudes will help improve their teaching efficiency. 6. The priority of teachers' reading attitudes is to raise the behavior strategy. At last, the research provided suggestions for the education administrative authorities, school administrative and school teachers in future researches.