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國民小學教師知識管理與教學效能關係之研究~以南投縣為例

Relationship Between Teachers' Knowledge Management skill and teaching Effectiveness ~ A case study in Nantou County Elementary School

指導教授 : 林新力
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摘要


本研究旨在透過問卷調查,了解南投縣公立國民小學教師知識管理與教學效能之現況,以及兩者之間的關係,進而提出具體的建議,作為改進的參考。為達上述研究目的,首先藉由蒐集與研閱相關文獻,彙整出研究的立論基礎,其次,結合前述理論探討設計問卷,調查國民小學教師對知識管理與教學效能的知覺情形,研究對象以南投縣之公立國民小學教師為主,以分層隨機抽樣61 所公立國民小學共501 位教師,調查結果以平均數、標準差、變異數分析、獨立樣本t 考驗、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸等統計方法,進行資料處理分析,獲致下列結論: 壹、國民小學教師對知識管理認知與教學效能情況皆有中上水準表現。 貳、教師知識管理不受性別、學校規模變項影響而有差異,但年長、研究所畢業、資深、兼任主任之教師對知識管理認知情況較理想。 叁、教師教學效能不受性別、學校規模變項影響而有差異,但年長、研究所畢業、資深、兼任主任之教師對教學效能知覺情況較理想。 肆、教師知識管理情形愈佳,則教學效能也愈佳。 伍、教師知識管理對教學效能的預測力以知識創新及知識應用最佳。 最後,依據上述結論,本研究提出對教育行政機關、學校單位、國民小學教師及後續研究的相關建議。 壹、對教育行政機關的建議 一、補助學校知識管理經費,獎勵推動學校知識管理工作。 二、規劃適當師資培訓課程,強化教師知識管理基本素養。 三、宣揚教師終身學習理念,實施教師教學效能績效考核。 貳、對學校行政的建議 一、鼓勵教師進行知識管理,提昇教師教學效能。 二、提供楷模共同學習,營造創新的組織文化。 三、建立分享輔導機制,促進教師的專業成長。 叁、對教師的建議 一、培養知識管理的觀念,提昇教學專業知能。 二、勇於突破傳統,改變教學方法,創新課程內容 。 三、積極主動進取,豐富生命,貫徹終身學習理念。 肆、對未來研究的建議 一、研究方法方面:可運用更多樣化的方法,以質性研究彌補量化研究之不足。 二、研究工具方面:需更深入的進行變項分析,並編製周延、更符合實際情境的研究工具。 三、研究對象方面:可再探討不同縣市或不同教育階段教師之情形,擴大知識管理有關的研究對象。

並列摘要


This study aims to understand the current status and correlations between teachers’ knowledge management skill and teaching effectiveness in public elementary schools of Nantou County. It further provide practical suggestions as references for improvement. To achieve such research objective, this study used literature review to construct the theoretic base. Then based on said theory, this study designed a questionnaire to investigate the understanding of elementary school teachers on knowledge management and teaching effectiveness. Using stratified random sampling method, we selected a total of 501 teachers from 61 public elementary schools in Nantou County as the subjects for questionnaire. The data collected were analyzed with statistical methods including average mean, standard deviation, analysis of variance,independent sample t-test, One-way ANOVA, Pearson product-moment correlation,and stepwise multiple regression analysis. The conclusions are as follow: 1) Elementary school teachers have above average understanding on knowledge management and teaching effectiveness. 2) Teachers’ understanding on knowledge management shows no difference to variables such as gender or school scale;but teachers who are older, with educational background of graduate study, with longer service years, and serving as teacher and director concurrently have better understanding on knowledge management. 3) Teachers’ understanding on teaching effectiveness shows no difference to variables such as gender or school scale; but teachers who are older, with educational background of graduate study, with longer service years, and serving as teacher and director concurrently have better understanding on teaching effectiveness. 4) The better the teachers’ understanding on knowledge management, the better the teaching effectiveness. 5) The predictability of teachers’ knowledge management skill on teaching effectiveness is the highest in “knowledge renovation” and “knowledge application”. Finally, according to the above-mentioned conclusions, this study proposes relevant suggestions for educational authorities, schools, elementary school teachers and future studies. 1) For educational authorities (1) Subsidize school funding for knowledge management, training and encourage schools to promote knowledge management skill; (2) Plan appropriate teacher training programs to reinforce teachers’ basic understanding about knowledge management; (3) Promote teachers’ life-long learning concept, and implement assessment measures on teachers’ teaching effectiveness. 2)For school administrators (1) Encourage teachers to explore knowledge management skill that will promote teachers’ teaching effectiveness; (2) Provide models for collective learning, create innovative organizational culture; (3) Establish a mechanism for sharing and consultation to promote teachers’ professional growth. 3)For teachers (1) Cultivate the concept of knowledge management and upgrade professional knowledge in teaching; (2) Have the courage to break through tradition, to change teaching methods with innovate curriculum contents. (3) Be active, enrich life, and fulfill the concept of life-long learning. 4)Suggestions for future studies (1) Research method: more diversified methods may be applied to supplement the quantitative study with qualitative study. (2) Research tool: use more in-depth variable analysis, and use more sophisticated and appropriate research tools. (3) Research subjects: expand the study to different counties or cities, or to teachers who teach different educational levels

參考文獻


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[70] 顏銘志,“國民小學教師教學信念、教學效能與教學行為之相關研究",碩士論文,國立屏東師範學院,屏東縣,1996年。
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被引用紀錄


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張丸浩(2012)。教師教學信念與教學效能關係之研究:統合分析〔碩士論文,中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822%2fCTUST.2012.00008
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