學校本位教學品質評鑑指標之建構

Construct on the Indicators of School-Based Teaching Quality Evaluation

阮富月(Fu-yueh Juan)

指導教授 ： 康龍魁

中臺科技大學/護理學院/文教事業經營研究所/碩士(2010年)

摘要

摘 要
本研究旨在建構學校本位教學品質評鑑指標與權重體系，提供國小教師自我檢視與內外部評鑑之參考指標，藉以提升教學品質。為達成此研究目的，本研究除了採用文獻分析法與問卷調查法之外，更採用模糊德懷術整合學者專家意見，確定教學品質評鑑指標，並進一步用三角模糊數歸一化的方式訂定指標的權重體系。本研究針對台中縣各國小教務主任164人進行指標適合度問卷調查。研究結果顯示：
一、本研究以二個層級建構學校本位教學品質評鑑指標，包含教學準備、班級經營、教學實施、教學評量、教學敬業態度與教學專業發展等八個構面，並細分出51個指標項目。
二、構面的權重值分配，以「教學實施」與「班級經營」最被看重，其重要程度最高。
三、指標項目中，最受重視的前十名，依序為「營造和諧的班級氣氛」、「設計具體可行的教學活動」、「研擬目標明確的教學計畫」、「有效管理與輔導學生的行為」、「熱愛教學與保持高度的服務熱忱」、「講
解清晰且用詞淺顯易懂」、「維持良好的親師生溝通」、「建立適切可行的班級生活規約」、「建立適當的獎懲制度」和「鼓勵學生多發問以養成追求知識的習性」。
關鍵詞：教學品質；學校本位教師評鑑；評鑑指標；模糊德懷術。

關鍵字

教學品質 ； 模糊德懷術 ； 學校本位教師評鑑 ； 評鑑指標

並列摘要

Abstract
The purposes of this study was to construct the indicators of teaching quality and the weight system for school-based evaluation to provide elementary school teachers for self-review and internal and external evaluation to promote teaching quality. In addition to literature analysis and questionnaire survey, the fuzzy
Delphi technique was used to integrate the viewpoints of experts in the evaluation indicators of teaching quality, and furthermore the weight system of indicators was set by the normalized triangular fuzzy set approach. The
participants in the study were 164 directors of studies selected from the elementary schools in Taichung County.The major findings are listed as follows:
1. The indicators of teaching quality for school-based evaluation are constructed by two levels, including 8 dimensions such as preparation for
teaching, classroom management, teaching practice, teaching assessment, teaching and professional development, and dedicated attitude, classified into 51 indicators.
2. The most important indicators are ranked in order as follows: taking the initiative to compile the results of teaching and sharing the resources with other teachers, developing specific instructional objectives, making self-evaluation to review the advantages and disadvantages of teaching, getting involved in teacher evaluation to establish the professional competence, engaging in action research to solve the teaching problems, and participating in learning communities to promote their professional abilities.
3. Three dimensions with index weights more than 2.00, are preparation for teaching, classroom management, and teaching practice with a maximum of five indicators each; but teaching assessment, teaching and professional development, and dedicated attitude with only one indicator each.
Keywords: teaching quality, school-based teacher evaluation, evaluation indicators, fuzzy Delphi technique

並列關鍵字

school-based teacher evaluation ； teaching quality ； evaluation

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