新竹縣國小教師多元智能教學信念和教學效能關係之研究

A Study Of The Relationship between Teaching Beliefs and Teaching Effectiveness of Multiple Intelligences for Elementary School Teachers In Hsinchu County

邱慧娟(Hui-Chuan Chiu)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

摘 要 本研究旨在瞭解新竹縣國小教師多元智能教學信念和教學效能的現況，分析不同背景變項之國小教師在多元智能教學信念與教學效能的差異情形，並探究教學信念與教學效能之相關性，進而分析教學信念對教學效能是否具有預測力。 本研究以國小教師為研究對象，以自編的「國小教師多元智能教學信念與教學效能調查問卷」為研究工具，並抽取新竹縣464 位教師進行問卷調查，回收有效問卷439 份。調查所得資料以電腦統計套裝軟體進行描述統計分析、t 考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析等統計方法處理，依據資料分析結果，獲得研究結論如下： 一、國小教師多元智能教學信念現況傾向積極正向，其中又以「教師角色」信念較強。 二、國小教師多元智能教學效能現況表現良好，其中又以「教學氣氛」效能較佳。 三、研究所以上學歷之國小教師其整體多元智能教學信念顯著高於師專院校畢業之國小教師；及「多元評 量」信念顯著高於師專院校及一般大學畢業之國小教師。 四、女性之國小教師其多元智能「教學內容」效能顯著高於男性之國小教師。 五、國小教師的多元智能教學信念愈高，其教學效能的表現愈好。 六、國小教師的多元智能教學信念能有效預測教學效能。 最後，根據研究發現提出具體建議，以供教育行政機關、學校行政單位、國小教師及未來研究之參考。

關鍵字

教學效能 ； 教學信念 ； 多元智能 ； 國小教師

並列摘要

ABSTRACT
This study aimed to investigate the current status of teaching beliefs and teaching effectiveness of Multiple Intelligences for elementary school teachers in Hsinchu County and to analyze the divergence between the different variables of teaching beliefs and teaching effectiveness. Moreover, this study attempted to further explore the correlation between teaching beliefs and teaching effectiveness and to show the possibility of predicting teaching effectiveness based on teaching beliefs.
This study adopted a self-designed questionnaire," Teaching Beliefs and Teaching Effectiveness of Multiple Intelligences for Elementary School Teachers." The research objects included 464 teachers in Hsinchu County and 439 valid questionnaires were retrieved and collected. The data collected from the surveys is analyzed by statistic software of SPSS and treated and analyzed with descriptive statistics, t-test, one-way variance of analysis, Pearson’s product-moment method correlation method, and the regression analysis in multiple steps.
Based on the result of the analyzed data﹐conclusions are drawn as follows：
1. The status of elementary school teachers’beliefs in Multiple Intelligences is tending to be aggressive and positive, especially in the beliefs of “ the role of teachers”.
2. The performance of elementary school teachers in Multiple Intelligences is pretty good, especially in the field of “the atmosphere of teaching”.
3. The beliefs in the main ideas of Multiple Intelligences for elementary school teachers with master degree are significantly higher than those graduatig from colleges of education. And the beliefs in “multiple assessments” for elementary school teachers with master degree are also significantly higher than those graduating from colleges of education or common universities.
4. The performance of female elementary school teachers in “course contents” of Multiple Intelligences is significantly higher than that of the male teachers.
5. For elementary school teachers, the stronger beliefs in Multiple Intelligences, the better teaching effectiveness they have.
6. Elementary school teachers’ teaching beliefs in Multiple Intelligences can be used to predict their teaching efficiency.

In conclusion, some suggestions were proposed for administration of education, teacher preparation institutions, school administration, intern teachers and future studies.

並列關鍵字

teaching beliefs ； Multiple Intelligences ； elementary school teachers ； teaching effectiveness

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