國中學生知覺補習班數理教師教學行為之研究

A Study of Junior High School Students’ Perspectives of Cram School Science and Mathematics Teachers’ Teaching Behavior

沈綺婷(Ci-Ting Shen)

指導教授 ： 袁媛教授

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000409

摘要

本研究旨在探討國中學生知覺補習班數理教師的教學行為，以及其對補習班數理教師教學行為的喜好程度。主要研究目的如下：探究國中學生知覺補習班數理教師的教學行為、了解國中學生對補習班數理教師教學行為的喜好程度，以及分析國中學生對補習班數理教師教學行為的喜好程度，是否因性別或年段而有所差異。本研究採用問卷調查法，以「國中學生知覺補習班教師教學行為調查問卷」為主要研究工具，以中壢市某補習班參加數學科或自然科補習的國中學生為研究對象，教師教學行為分成五個類別，分別為學科知識表現、表徵方式、教學技巧、課程知識呈現、評量方法。採用的統計方法有描述性統計、獨立樣本t檢定、單因子變異數分析。
本研究所獲致的結果如下：國中學生知覺補習班數理教師有各類教學行為的比例很高，與過去文獻具有一致性；國中學生知覺補習班教師教學行為最為喜好的類別是「表徵方式」，其次是「學科知識表現」與「教學技巧」，而國中學生最喜好補習班教師的教學行為是「老師上課幽默風趣」，接著是「老師上課的教學方式活潑」、「老師把基本概念講解的很清楚」，以及「老師上課時用簡單容易理解的詞句來解釋課程內容或題目」；不同性別的國中學生對補習班教師在「學科知識表現」、「表徵方法」此兩類別的教學行為知覺達顯著差異，於「喜歡老師上課會有系統地作重點整理」、「喜歡老師上課的教學方式活潑」兩項教學行為，女生喜好程度顯著高於男生，而在「喜歡老師進行考試，讓你知道什麼題目或內容可能是你不會的？」，則是男生喜好程度顯著高於女生；九年級學生對教師知覺「學科知識表現」、「教學技巧」此兩類別的教學行為，喜好程度高於八年級學生，而且由統計得知，一般而言對於其他各項教師教學行為的喜好程度，九年級學生喜好程度高於其他年級的學生。

關鍵字

學生知覺 ； 補習班 ； 教師教學行為

並列摘要

The purpose of this paper is to study students’ perceptions of science and math teachers’ teaching behaviors of a cram school. And what is students’ preference of science and math teachers’ teaching behaviors of a cram school. Primary of the purpose is: Exploring junior high school students’ perceptions of science and math teachers’ teaching behavior of cram school, understanding junior high school students’ preference of teachers’ teaching behavior, analyzing students’ preference of science and math teachers’ teaching behavior of cram school, and is it difference because of gender or grade differences? This research takes one of Chungli cram school students as the object of study, and bases on the “Questionnaire Survey Way Inquisition.” Teachers’ teaching behavior is divided into five groups. It is including “subject matter topics,” “representation,” “teaching skills,” “curriculum knowledge representation,” and “assessment methods.” The using statistical methods are “Descriptive statistics,”
“Independent samples t-test,” and “One-way ANOVA.”

The consequences of this research are listed below. First, junior high school students perceptive all kinds of science and math teachers’ teaching behavior of cram school a high proportion of teaching. The result is consistent with previous studies. Second, junior high school students perceptive the most preferred type of cram school teaching behavior is "representation." The next followed by "subject matter topics" and "teaching skills." The most junior high school students like act of cram school teachers are "humorous teacher in the class," then the "teaching lively in the class," "The teacher explained the basic concepts very clear," and "teacher in class with a simple and easy to understand the words to explain the course content or topic." Junior high school students of different gender to the cram school teacher in the "subject matter topics" and "representation" perception of the two categories of teaching behavior are significant differences. To "like teachers to focus on finishing in a systematic way," and "like a teacher teaching the class lively," the two teaching behavior, female preference was significantly higher than boys. In the "like the teacher to let you know what topic or content in test that you might can’t do it?", male preference is significantly higher than girls. Ninth-grade students of teachers in the "subject matter topics" and "teaching skills" these two categories of teaching behavior perception, preference was higher than eighth-grade students, but also by the statistics that, in general, the teaching of other acts of preference, Ninth-grade students in preference over other student.

並列關鍵字

Cram School ； A Study of Junior High School Students’ Perspectives ； Teachers’ Teaching Behavior

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