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  • 學位論文

國中小資源班數學教師專業知能的表現與重要程度之調查研究

Investigating the Level of Math Expertise and Its Associated Importance of Resource Room Teachers in Elementary and Junior High Schools

指導教授 : 王文伶
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摘要


摘 要 本研究旨在探討國中小資源班數學教師自覺其專業知能之表現程度與重要程度的情形,同時研究者應用重視度表現值分析法(IPA)了解目前資源班專業知能的素質及能力改進的方向。本研究以問卷調查法進行研究,採用自編「國中小資源班數學教師專業知能之調查問卷」做為調查工具,針對一百零一學年度台灣北、中、南、東四區國民中小學資源班數學教師,進行資料蒐集,總計發出正式問卷300份,回收275份,有效問卷267份。經整理有效問卷後,以平均數、標準差、單因子多變量變異數分析、卡方考驗、重視度與表現值分析(IPA)等統計方法進行分析。研究結果如下: 一、國中小資源班數學教師在整體專業知能的表現程度為一般水平之中等程度,且在各向度能力高低依序為「了解學生認知知識」、「學科教學知識」、「專業責任」及「學科專業知識」。其表現程度不因教師性別、教學階段及數學專業背景而有所差異,且資深教師在專業知能的表現程度顯著高於新手教師;年紀大的教師亦高於年紀輕的教師;特教相關研究所的教師在學科教學及了解學生認知的表現程度上顯著高於特教系之教師;且特教學分班教師在了解學生認知之表現程度亦顯著高於特教系(含輔系)之教師。 二、國中小資源班數學教師在整體專業知能的重要程度為一般水平之中上程度,且在各向度能力高低依序為「了解學生認知知識」、「學科教學知識」、「專業責任」及「學科專業知識」。其重要程度不因教師性別、特教專業背景及數學專業背景而有所差異,且國小資源班數學教師對於學科專業的重要程度顯著高於國中資源班數學教師;資深教師在學科專業的重要程度顯著高於新手教師;年紀大的教師亦高於年紀輕的教師。 三、所有樣本之國中小資源班數學教師在整體專業知能之重視-表現程度類別上,以低重視與低表現的人數最多,且不因「教學階段」不同而有顯著差異。 四、整體教師、國中與國小資源班數學教師三者皆在IPA各向度分析中呈現「了解學生 認知知識」、「學科教學知識」為繼續保持(機會)的向度,而「專業責任」、「學科專業知識」是後續改進(弱項)的向度。 五、在專業知能各細項IPA分析中需優先改進(威脅)的能力上,整體教師具有此項 需求的能力為「了解純感官障礙學生在數學各主題學習特質與需求」,進一步分析發現國中階段教師具有此項需求的能力尚有「了解純肢體障礙學生在數學各主題學習特質與需求」及「能在同一個教學目標下,變化不同的教學活動」;而國小教師無任何細項為需優先改進(威脅)的能力。 六、資源班數學教師需繼續保持(機會)的能力皆屬於「了解學生認知」與「學科教學」方面的知識與技能。 七、在專業知能各細項IPA分析中,國中小資源班數學教師的弱項能力為「主動尋求校 內資源以獲得教學專業成長的機會」、「善用社區與社會資源進行資源班數學教學」、「了解九年一貫數學領域基本理念與課程目標」、「了解九年一貫數學領域的縱向銜接和橫向統整」、「了解「幾何」主題的教學目標與生活實例」、「了解「機率與統計」主題的教學目標與生活實例」、「了解「代數」主題的教學目標與生活實例」、「了解「連結」主題的教學目標與生活實例」、「能依據教學目標將遊戲融入數學教學」、「能與資源班教師進行數學協同教學」等10項,此外,國中教師尚有「參與資源班數學教學相關的進修、研習或成長團體」為弱項能力,國小教師則另有「了解純感官障礙學生在數學各主題學習特質與需求」、「了解純肢體障礙學生在數學各主題學習特質與需求」及「能在同一個教學目標下,變化不同的教學活動」等3項能力。 八、在專業知能各細項IPA分析中,國中與國小資源班數學教師的強項能力為皆為「在數學教學的過程中不斷地進行自我反思與調整」、「透過各種管道與校內校外同事分享資源班數學教學經驗與心得」、「了解「數與量」主題的教學目標與生活實例」等3項,除此之外,國小教師尚有「參與資源班數學教學相關的進修、研習或成長團體」為強項能力。 本研究依據上述研究結果進行討論,並提出相關建議以及後續研究之參考。

並列摘要


Abstract The purpose of the study is to investigate the level of math expertise and its associated importance of the self-awareness of resource room teachers in elementary and junior high schools. Furthermore, the research applied Importance-Performance Analysis (IPA) to provide the quality of the expertise for resource room and give the directions to improve the abilities. For the purpose of the study, a questionnaire, called “Elementary and Junior High School Teachers’ perceptions toward the Math Expertsie ”, developed by the researcher was implemented. A total of 267 teachers participated in the study and further analyzed by mean scores, standard deviation, chi-square test, One way MANOVA, and Importance Performance Analysis. The main results are as follows. 1. The general level of the overall math expertise among the elementary and junior high school resource room teachers is the moderate level in average ,regardless of their gender,teaching stages,and math backgrounds .The order of the ability in each dimension is "understand the students' cognitive knowledge", "Subject teaching knowledge", "expertise responsibility "and" discipline expertise. " The math expertise level of expert teachers is higher than the novice teachers. In the dimensions of " mathematical teaching strategy " and "understanding students’ mathematical cognition",the math expertise level of teachers graduated form special education institute is singnificant higher than teachers graduated from special education department. 2. The importance level of the overall math expertise among the elementary and junior high school resource room teachers is the upper middle level in average, regardless of their gender,special education backgrounds,and math backgrounds . The order of the ability in each dimension is "understand the students' cognitive knowledge", "Subject teaching knowledge", "expertise responsibility "and" discipline expertise. " In the dimensions of " mathematical subject knowledge ", the importance level of elementary school teachers is higher than junior high school teachers ;and the expert teachers is also higher than the novice teachers. 3. On the sort of the importace-performace category in math expertise of the overall resource room teachers in elementary and junior high schools , the largest number is low importance and low performance , and regardless of their teaching stages. 4. According to the IPA analysis of all teachers,junior high, and elementary school teachers, “understand students’ mathematical cognition,”and “Subject teaching knowledge,” was found to keep up the good work(Opportunity), “expertise responsibility” and “disciplinary expertise” had low priority to concentrate(Weakness). 5. According to the individual analysis result from IPA model , it shows that the prioritized items for improvement (Threat)in math expertise for all the teachers is : “understand the learning characristics and needs of sensory impairment students on the mathmatical topic”. Further analysis found that junior high school teachers with this requirement of the prioritized items for improvement (Threat) are “understand the learning characristics and needs of physically disabled students on the mathmatical topic” and "can change different teaching activities in the same objective". But there isn’t any prioritized items for improvement in math expertise for elementary school teachers 6. According to the IPA analysis of all teachers, it shows that the items for keeping up with the good work in math expertise are all from“understand students’ mathematical cognition,”and “Subject teaching knowledge” two dimensions. 7. According to the individual analysis result from IPA model , it shows that the weakness items for improvement in math expertise for junior high and elementary school teachers are "Seek the resources from campus to get the opportunities for the growth of teaching expertise.", "Use community resources and social services to teach math in resource room.", "Understand the basic philosophy and curriculumn goals of Grade 1-9 mathematical areas ", "Understnad the longitdinal convergence and horizontal integration of Grade 1-9 mathematical areas ", "Understand the teaching objectives and real-life examples of number and amount topic ", " Understand the teaching objectives and real-life examples of geometric topic ", " Understand the teaching objectives and real-life examples of probability and statistics topic ", " Understand the teaching objectives and real-life examples of algebra topic ", " Understand the teaching objectives and real-life examples of link topic ", "Capability of combining the game and math teaching accoring to the teaching objectives", "Capability of doing math team teaching with resource room teachers". In addition, for junior high schools teachers, "Involved in the studies of resource room mathematics teaching, learning or growth groups" is another weakness item for improvement. And there are othere three weakness items for elementary schools teacher , “Understand the learning characristics and needs of sensory impairment students on the mathmatical topic”, “Understand the learning characristics and needs of physically disabled students on the mathmatical topic” and "Change different teaching activities in the same objective". 8. According to the individual analysis result from IPA model , it shows that the strength items in math expertise for junior high and elementary school teachers are “Constantly in the process of mathematics teaching self-reflection and adjustment.”, “Through a variety of channels and share math teaching experience and knowledge with colleagues. ”, and “ Understand the teaching objectives and real-life examples of number and amount topic ”. In addition, for elementary schools teachers, “Involved in the studies of resource room mathematics teaching, learning or growth groups” is another strength item.

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