國民小學教師信念、班級經營策略與學生學習成效之研究-以台中地區為例

學生的學習成效是每位教育現場教師十分重視的議題，無論是認知、情意、技能各方面能力之展現，只要能讓學生發揮潛能，就代表教師的教學發揮實質效益，不但成就學生，亦反過來強化教師的信心。由於教學是不斷修正精進的歷程，尤其對新手教師而言，若能了解哪些因素可使學生學習成效有更佳效果，則能締造師生雙贏的局面。故本研究主要探討國民小學教師對教師信念、班級經營策略與學生學習成效之看法，採問卷調查方式，主要研究結果如下： 1.在年齡上，教師信念的「主動引導學生學習」；班級經營策略的「檢討並調整班規」與「注意學生偏差行為並適時輔導」；學生學習成效的「學生樂於分享經驗與看法」，年長者的同意度大於年輕者。 2.在服務年資上，教師信念的「學生主要任務把書念好，按時交作業」；班級經營策略的「檢討並調整班規」；學生學習成效的「學生能每天按時完成作業」，資深教師的同意度大於資歷淺的教師。由於資深教師教學經歷豐富，且接觸過更多的教學現場，熟知各種班級經營策略，因此資深教師與資歷淺教師若能經常交流，將有助於提升資歷淺教師的學生學習成效。 3.教師信念中的「主動引導學生學習」及「根據不同興趣與能力教學」二題項與各項學生學習成效有顯著正相關。表示當教師對學生抱持積極態度，主動引導學生學習，並以差異化教學（因材施教）的信念來進行教學事宜，有助於提升各項學生學習成效。 4.各項班級經營策略與學生學習成效的「學生學業表現大部分能符合老師的期望」，有較高的正相關程度。表示班級經營策略的妥善運用，有助於學生學業表現能符合老師的期望。

關鍵字

教師信念；班級經營策略；學生學習成效

並列摘要

Students’ learning effectiveness is an issue that every first-line teacher pays attention to. As long as the students can generate their potential, it represents the teacher’s teaching has developed substantial benefits. In other words, students’ learning effectiveness can not only make students’ achievements, but also strengthen teachers’ confidence. Teaching is a process of constant revision, especially for the new teachers. If teachers understand the factors which can improve students’ learning effectiveness, it is possible to create a win-win situation for teachers and students. Therefore, this study aimed to explore the view of teachers of elementary schools on teacher belief, classroom management strategies and students’ learning effectiveness by the method of questionnaire survey. The research results are as follows: 1. In terms of age, the result of some item showed that the agreed proportion of the seniors is higher than that of the younger teachers, including the item “Actively leading students to learn” of the facet of teacher belief, the item “Reviewing and adjusting the class regulations” and “Paying attention to students’ deviant behavior and timely counseling them” of the facet of classroom management strategies, and the item “students are willing to share experiences and opinions” of students’ learning effectiveness. 2. In the survey conducted in accordance with the seniority, the senior teacher’s agreed proportion was higher than that of the junior teachers on the item of “The main task for students is to study well and hand in the homework on time” of teacher belief, “Reviewing and adjusting the class regulations” of classroom management strategies, and “Students are able to complete their homework on time every day”. Because senior teachers have rich teaching experience and have exposed to more teaching sites, they are familiar with various classroom management strategies. Therefore, if senior teachers and junior teachers can communicate with each other frequently, it will help junior teachers improve the students’ learning effectiveness. 3. In the facet of teacher belief, the item “Actively leading students to learn” and “Teaching according to different interests and abilities” had a significant positive correlation with each item of students’ learning effectiveness. It meant that when teacher have a positive attitude towards students, actively lead students to learn, and take the belief of differentiation to conduct teaching, each part of students’ learning effectiveness can be improved. 4. Each item of the facet of classroom management strategies had high positive correlated with the item “The majority of students’ academic performance can meet the teacher’s expectations” of students’ learning effectiveness. It represented that the proper use of classroom management strategies can assist in achieving the students’ academic performance which meets the teacher’s expectations.