國中生活科技初任教師教學困擾與解決途徑調查研究

A Study of Beginning Technology Teachers' Problems and Their Solutions in Junior High Schools

李欣儒(Hsin-Ju Lee)

指導教授 ： 李隆盛

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(1999年)

摘要

本研究旨在了解國中生活科技初任教師第一年教學過程中所遭遇的教學困擾與解決途徑。本研究經由文獻分析完成「國中生活科技實習及代理教師教學概況調查問卷」的編製，以八十八學年度進入國中實習和擔任代理教師的83名生活科技初任教師，以及他們的76名實習輔導教師為調查對象。總共回收有效問卷142份，總回收率達95%。問卷分析後，再對五名大學實習指導教授進行訪談。最後獲得下列結論：（1）生活科技初任教師的教學困擾以學生問題處理、學習動機引發及活動設計等為主，與中外初任教師的困擾相似。（2）生活科技實習教師面臨角色定位不明的問題。（3）生活科技代理教師在活動設計、工場規劃及學生問題處理方面遭遇較多的困擾問題，其處境類似正式教師。（4）女性生活科技實習教師遭遇較多困擾，需要更多的協助。 （5）生活科技初任教師常因實習（或代理）學校工場機具設備不足，而知覺到較多的困擾，故應慎選實習學校。（6）實習輔導教師的教育專業知能及學科專門知能越高，其輔導的實習教師會遭遇較少的教學困擾，故應慎選輔導教師。（7）與實習輔導教師關係良好的生活科技實習教師會遭遇較少的教學困擾。（8）實習輔導教師、資深教師、大學同學及電腦網路在協助生活科技初任教師解決困擾上扮演重要角色，實習輔導過程應予重視。（9）生活科技初任教師需要學生問題處理、教室秩序管理及教材內容準備等方面的協助。（10）實習輔導教師對生活科技初任教師的教學困擾與解決途徑認知不足，兩者間的互動有待加強。

關鍵字

教學困擾 ； 初任教師 ； 生活科技教師 ； 實習輔導教師

並列摘要

The purpose of this study is to explore the teaching problems faced by beginning technology teachers in their first year teaching in junior high schools and their solutions. In this study the researcher administered a questionnaire to 83 first-year beginning technology teachers and their 76 mentor teachers in junior high school in 1999-2000 academic year. Finally, 142 valid questionnaires were sent back and total ratio were 95%. According to the result of data analysis, the researcher interviewed five college supervisors of the beginning technology teachers. The findings of this study were as follows：（1）The main teaching problems of the beginning technology teachers are dealing with students' problems, motivating students and planning teaching activities. Their teaching problems are similar to general beginning teachers in Taiwan and other countries. （2） The student technology teachers faced some problems related to their unclear status and roles.（3）Substitute beginning technology teachers faced more problems about planning teaching activities, planning laboratory/technology classroom and dealing with students' problems. Their situation is similar to formal teachers'. （4）Female student technology teachers faced more problems about planning laboratory/technology classroom, planning teaching activities and dealing with students' problems. They may need more assistance. （5）The beginning technology teachers faced more teaching problems cause of lacking facilities and equipment. It is important to consider carefully a good school to practice. （6）The more pedagogical and subject knowledge and skills the mentor teachers have, the less teaching problems the student teachers may experience. It is important to appoint carefully a good mentor teacher. （7）Keeping good relationship with the mentor teachers, the student teachers may experience less teaching problems. （8）Mentor teachers, college mates, experienced teachers and Internet (WWW and BBS) play important roles for helping beginning technology teachers to solve their problems. It is necessary to put them into induction programs with an important position. （9）The beginning technology teachers need assistance of dealing with students' problems, classroom discipline management and preparing teaching materials.（10）Mentor teachers did not know the teaching problems and solutions of beginning technology teachers and their solutions very well. Mentor teachers and beginning technology teachers should communicate each other more often for better understanding.

並列關鍵字

teaching problems ； beginning teachers ； technology teachers ； mentor teachers