台灣原住民與漢族學生知覺教師教學行為、學生自我概念及制握信念關係之比較研究

Comparison Research on the Relationships among Perceived Teaching Behaviors, Students' Self Concept and Locus of Control of Taiwan Aboriginal and Hans Students

張坤鄉(Kun-Hsiang Chang) ； 王文華(Hua-Wang Wen)

《學校行政》 69期 (2010/09) Pp. 256-275

https://doi.org/10.6423/HHHC.201009.0256

摘要

本研究主要目的在探討台灣原住民族與漢族學生在知覺教師教學行為、學生自我概念和制握信念之差異，以了解不同族群學生知覺教師教學行為特色及其與學生自我概念、制握信念的關係，結果可應用於學校多元文化教育之推展。研究結果如下：
（一）原住民與漢族學生在知覺教師教學行為、學生自我概念部分層面有差異，但在學生制握信念無差異。
（二）原住民與漢族學生在知覺教師教學行為、學生自我概念、制握信念之相關部分層面有差異。
（三）原住民與漢族學生知覺教師教學行為、學生自我概念對制握信念之主要預測變項有差異，其他達顯著水準之可預測變項部分有差異。

關鍵字

原住民 ； 教學行為 ； 自我概念 ； 制握信念

並列摘要

The purposes of this research were to compare Taiwan aborigines with Hans in perceived teaching behaviors, students' self concept and locus of control, and to understand the charactistics of the races' perceived teaching behaviors and their relations to students' self concept and locus of control. The results would be usable to promote multicultural school education. The findings discovered that, (1) the aborigines and Hans had partly different teaching behaviors and students' self, but no different in locus of control; (2) the aborigines and Hans had partly different correlational dimensions between teaching behaviors, students' self concept and locus of control; (3) the aborigines and Hans had different major factor influencing students' locus of control, the other predicable variables were partly different.

並列關鍵字

aborigines ； teaching behaviors ； self concept ； locus of control

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