國民中學教師教學評鑑內涵之研究

The Study for the Connotation of Junior High School Teachers' Teaching Performance Evaluation

李榮東(Rong-Dong LI)

指導教授 ： 田振榮 ； 徐昊杲

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2002年)

摘要

中 文 摘 要
本研究之目的旨在探討國民中學教師教學評鑑之內涵；瞭解國民中學教育人員對教師教學評鑑內涵之意見，以歸納具體結論建議，提供教育行政主管機關或各國民中學，做為教師教學評鑑之參考。
首先，以教師教學評鑑（Teachers’ teaching performance evaluation）作為關鍵字，蒐集國內外相關文獻，深入探討並設計調查的概念架構，其次依研究目的與待答問題編製「國民中學教師教學評鑑內涵之研究」問卷乙份，作為調查工具，並以全國各公、私立國中為隨機抽樣對象。共寄發720份問卷進行正式調查，回收616份，有效樣本601份。其所得資料經T考驗（T-Test）、單因子變異數分析（Anova）及薛費（Scheffe）事後比較等統計方法加以分析處理。
根據實際調查結果，歸納以下結論：
一、本研究根據文獻分析、專家諮詢意見及預試之信度、效度考驗所發展的四個評鑑項目分別是：教學規劃與準備（教學前）；教學實施與策略（教學中）；教學評量與回饋（教學後）；教師專業與成長（教學專業）。此四個評鑑項目30個評鑑內涵之問卷，是一信度、效度均非常理想的測量工具。
二、整體而言，國民中學教育人員在性別、任職學校類別、學歷、任教年資、任職學校規模、主要任教領域，在教師教學評鑑項目與內涵的看法並無多大差異；唯少部分人員因在學校擔任不同職務與從事不同任務而產生了看法上的差異。
三、國民中學不同職務之教育人員對教學前、中、後與教學專業之評鑑內涵重要性的意見，因職務不同而影響個人認知致有部分達顯著差異。
四、國民中學是否曾擔任教師評審委員會委員之教育人員對教學前、中、後與教學專業之評鑑內涵重要性的意見，相對於未曾擔任教師評審委員會委員之教育人員，在教學規劃與準備（教學前）的意見上具有顯著差異。
五、國民中學是否曾擔任成績考核委員會委員之教育人員對教學前、中、後與教學專業之評鑑內涵重要性的意見，亦趨於一致。然，曾擔任成績考核委員會委員之教育人員相對於未曾擔任成績考核委員會委員之教育人員，在教學規劃與準備（教學前）、教學策略與運用（教學中）、教學評量與回饋（教學後）及教學專業與成長（教學專業）的意見上具有顯著差異。
綜合上述研究結論，盱衡現行國民中學教師教學評鑑之機制尚未落實之現況，本研究提出以下建議，提供教育行政主管機關或各國民中學或教育人員本身做為教師教學評鑑與自我檢視之參考：
一、教育行政主管單位應體認教師教學評鑑的重要性，積極訂定相關實施要點。
二、訂定國民中學教師教學評鑑的內涵，應涵蓋本調查研究的四個項目與內涵。
三、國民中學教育人員對教師教學評鑑應持肯定與認同態度，追求自我成長。
四、國民中學教育人員宜定期透過教師教學評鑑之自評與互評機制，修正教學活動，提升教學效能與激發專業成長。
五、藉教師教學評鑑的實施，提供未來規劃「教師分級制度」之參考。
六、繼續國民中學教師教學評鑑內涵的研究，以發展多元、多焦、多面向的評鑑模式。

關鍵字

國民中學 ； 學校教育人員 ； 教師評鑑 ； 教師教學評鑑

並列摘要

Abstract
This study was designed to explore the connotation of teachers’ teaching performance evaluation at secondary school, to understand the educational practitioners’ opinions for the connotation of teachers’ teaching performance evaluation, and to generalize the suggestion of concrete conclusions, to offer to educational director administrations or secondary schools for reference.
First, use teachers’ teaching performance evaluation as the keyword, to collect the related documents from domestic and foreign countries, and to explore and design the concept skeleton of investigation deeply. Second, for all the purpose of the study and the question waiting for an answer to design a questionnaire based on the study of the connotation of teachers’ teaching performance evaluation at secondary schools to be the investigation instrument. In order to proceed the formal investigation, a questionnaire was designed to take a sample of 702,616 questionnaires were returned － while 601 questionnaires were valid. To deal the outcome by the statistical methods of T-test, Anova（the one-factor analysis of variance）, Scheffe’s posteriori comparisons, etc.
For all the outcome of actual investigation, to sum up the conclusion as below：
This study based on document analysis, the consult of specialist viewpoints and the pre-test of validity and reliability to develop four evaluation items as：teaching plan and preparation（before teaching）, teaching practice and tactic（in teaching）, teaching evaluation and feedback（after teaching）, teachers’ specialty and growth（teaching specialty）. The questionnaire included four evaluation items and 30 evaluation intensions was a very ideal measurement tool for validity and reliability.
In a whole, for educational practitioners, there was almost no difference in the items and the connotation of teachers’ teaching evaluation about sex, school category, educational background, teaching experience and qualifications, school scale, main teaching territory, but only few ones had different opinions due to different posts and assignments at school.
For the educational practitioners at secondary schools, because of different posts, there is conspicuous divergence in the importance of the evaluation connotation about pre-teaching, the process of teaching, after-teaching, and teaching specialty.
In the teaching stages：before teaching, in teaching, and after teaching, and the importance of evaluation connotation about teaching specialty, school teachers who ever served accomplishment assessment committees and the ones who never did had obvious difference in the stage of teaching plan and preparation（before teaching）.
Those schools teachers who ever served accomplishment assessment committees almost have the same viewpoints about the importance of the evaluation connotation of teaching specialty（teaching specialty and growth）, and teaching stages：teaching plan and preparation (before teaching), teaching performance and tactic (in teaching), and teaching evaluation (after teaching). But for above opinions, there are obvious different opinions between the ones who ever served accomplishment assessment committees and the ones who never did.
To sum up above study conclusions, and to observe the present situation about the system of teachers’ teaching performance evaluation, this study was drawn for below suggestions for the educational director administrative bodies, secondary schools, or educational practitioners for reference in teachers’ teaching performance evaluation and self-criticism.
The educational administration director organization should know the importance of teachers’ teaching performance evaluation and make correlative practicing basics positively.
To design the connotation of teachers’ teaching performance evaluation at secondary schools should contain four items and connotations in this survey study.
For teachers’ teaching performance evaluation, the educational practitioners at secondary schools should have affirmative identification attitude and seek self-growth.
The educational practitioners had better correct teaching activities, improve teaching efficiency and encourage the growth of specialty by the system of self-evaluation and mutual evaluation of teachers’ teaching performance evaluation regularly.
By the practice of teachers’ teaching performance evaluation, to provide the reference for planning 「career ladder program of the teachers」in the future.
By proceeding the study of the connotation of teachers’ teaching performance at secondary school, to develop diversified, multi-focal, multi-dimensional evaluation methods.
key words：secondary school, educational administrant,
teacher performance evaluation,
teachers’ teaching performance evaluation.

並列關鍵字

secondary school ； educational administrant ； teacher performance evaluation ； teachers’ teaching performance evaluation

參考文獻

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