學校與補習班教師教學行爲對學生學習策略影響之研究－以台北縣某國中學生數學補習爲例

Study on the Effect of the School and Cram School Teacher's Teaching Behavior on the Learning Strategies of Students: A Case of Math Tutoring of the Junior High School Students in Taipei County

林麗芬(Li-Fen Lin)

《數理學科教學知能》 第1冊 (2009/07) Pp. 93-109

https://doi.org/10.6614/pck.2009.1.93

摘要

本研究旨在探討學校與補習班教師教學行爲對學生學習策略影響之研究－以台北縣某國中學生數學補習爲例。主要研究目的如下：瞭解學生對教師教學行爲的觀察情形、比較學校與補習班數學教師教學行爲的差異、探討學生對數學學習策略的運用情形及探討教師教學行爲與學生學習策略之相關。
本研究採用問卷調查法，以「教師教學行爲與學生學習策略問卷」爲主要研究工具，以台北縣某國中學生爲研究對象，教師教學行爲分成五個構面，分別爲教學清晰、活潑多樣、有效溝通、班級經營、掌握目標；學生學習策略分成三個構面，分別爲認知策略、後設認知策略、資源經營策略。採用的統計方法有描述性統計、獨立樣本t檢定、相依樣本t檢定、單因子變異數分析、皮爾森積差相關，所獲致的結果如下。不同性別、年級、有無補習數學學生對學校教師教學行爲的觀察並無顯著差異；有補習數學學生對於學校教師與補習班教師的教學行爲之觀察認爲除班級經營構面無顯著差異外，其餘四個構面及整體表現均認爲補習班數學教師教學行爲優於學校；不同性別、有無補習數學學生之學習策略運用情形並無顯著差異，唯年級則是七年級優於九年級；學校與補習班教師教學行爲與學習策略均有顯著相關。

關鍵字

教學行爲 ； 學習策略 ； 補習班

並列摘要

The purpose of this study on the Effect of the School and Cram School Teacher's Teaching Behavior on the Learning Strategies of Students: A Case of Math Tutoring of the Junior High School Students in Taipei County. The main purpose of the study are as follows: Understand students to the observation situation of teacher's teaching behavior, compare the differences of the School and Cram School mathematics teacher's teaching behavior, explore using situations of mathematics learning strategies and explore the differences of tutorial teaching behavior and student learning strategies the associated changes.
This study used questionnaire survey of ”teachers' teaching behavior and student' learning strategies questionnaire” as the main research tool, Taipei County junior high school students as the research object, Teaching behavior is divided into five dimensions acts: Teaching clear, lively and diverse, effective communication, classroom management and the mastery goal; students learning strategies are divided into three dimensions, cognitive strategies, metacognitive strategies, resource management strategies. The use of statistical methods are Descriptive statistics, Independent samples t-test, Paired samples t-test, One-way ANOVA, Pearson product-moment correlation. The conclusions drawn from statistic findings are listed as follows. Different sex, grade, haven't taken lessons mathematics student's observation to the teacher teaching behavior to have no notable difference; The observation of teaching behavior that has already taken lessons a mathematics' student for teacher in the school and the cram school teacher thinks four rest factors and whole cram school mathematics the class management factor has no notable difference, besides which, teacher's teaching behavior all surpasses a school; Different sex, haven't taken lessons mathematics student the background variable student's usage situation of the learning strategies has no notable difference, only the grade is seventh grade to surpass ninth grade; school and cram school's teacher's teaching behavior and learning strategies all are notable and related.

並列關鍵字

teaching behavior ； learning strategies ； cram school