教師區分性教學行為觀察量表（學生版）之編製

The Development of a Teachers' Differentiated Instructional Behaviors Observation Scale (Students' Version)

黃家杰(Chia-Chieh Huang) ； 陳美芳(Mei-Fang Chen) ； 陳長益(Charng-Yi Chen) ； 李乙明(I-Ming Li) ； 呂金燮(Chin-Hsieh Lu)

《特殊教育研究學刊》 35卷1期 (2010/03) Pp. 63-82

https://doi.org/10.6172/BSE201003.3501004

摘要

本研究旨在編製「教師區分性教學行為觀察量表」，協助教師瞭解學生對自己區分性教學行為之觀察，並據以進行教學策略調整，以滿足學生學習需求。本量表之發展以區分性教學理論為基礎，採李克特式四點量表編製，透過資優教育專家審題後，抽取北、中、南三區高中、國中和國小學生共898位有效樣本進行資料分析。經因素分析後，得十項因素構念包括「適度調整課程內容」、「提供具複雜度的教學內容」、「善用後設認知策略」、「教學歷程具有彈性」、「善用問題解決策略」、「善用批判思考策略」、「善用研究策略」、「進行多元評量」、「教導學生如何評量」，以及「營造自在與互動的學習環境」。本文提供該量表的信效度分析結果，包含：驗證性因素分析、內部一致性分析等。

關鍵字

區分性教學 ； 教師教學行為 ； 資優教育 ； 學習需求

並列摘要

The purpose of this study was to develop a Teachers' Differentiated Instructional Behaviors Observation Scale (Students' Version). The teacher behaviors in this scale are rated by students. It is a four-point Likert-type scale with 40 items designed to help teachers understand the frequency of their differentiated instructional strategies based on students' perception. The constructs of differentiated instruction in this Scale included: accommodation of curriculum contents, providing complicated contents, assisting students in developing metacognition strategies, keeping the instruction process flexible, promoting problem-solving skills, encouraging critical thinking, illustrating research strategies, carrying out multiple assessments, teaching assessment skills, and creating a free and interactive environment. 898 students from elementary schools, junior high schools, and senior high schools in Taiwan participated in the scale development and validating process. The results of the confirmatory factor analysis were provided. The Cronbach α was .97. These outcomes indicated that the internal consistency and construct validity are both acceptable.

並列關鍵字

differentiated instruction ； teachers' instructional behavior ； gifted education ； learning needs