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  • 學位論文

職業學校學校本位教學視導指標之研究

A Study of Indicators for the School-based Instructional Supervision of the Vocational High Schools

指導教授 : 江文雄 吳榕峰
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摘要


本研究之目的在:1.探討職業學校學校本位理論的應用;2.建立職業學校學校本位教學視導之指標。採用文獻分析、德懷術(Dephi)問卷調查及內容分析等研究方法。德懷術以七位專家學者為受試者,進行三次的問卷調查。本研究採用狹義的教學視導定義,即以建立教學為主的視導指標,以教師及其教學為研究範圍。 本研究具體結果如下:職業學校學校本位教學視導之指標共包含:教學前、教學中及教學後三大構面,在三大構面下共包括教學目標及教學計畫、教學能力、教室經營、學習環境、專業成長及責任等五項指標項目;指標項目下分別有:擬定教學目標、擬定教學計畫、編寫教學進度、編寫教材及妥適佈置教學情境、適才適性的彈性教學能力,能注意學生個別差異、引起學生的學習動機、具教學內容的組織能力、能提示或歸納教學重點、教材選擇與呈現的能力、運用多媒體教學設備,提升教學效能、運用多元有效的適當教學方法技巧、適當安排活動先後順序、教學時間掌握得宜、教學表達能力、經常運用創造、思考性教學,促進學生思考能力、具親師溝通能力,營造師生和諧、交心的互動性教學、提供立即性的回饋、積極性的教學態度、訂定適切的班級規範、指導學生遵守生活常規、具有輔導管教學生的能力、有效並正確的使用獎懲、教室管理的能力(包括建立愉快的班級氣氛、實習器材清潔及放置)、建立學生教室(工場)安全的態度、運用技巧激發學生學習、保持良好的學習環境、增進學生成功的學習經驗、提供學生積極參與的機會、善用資源的能力、隨時瞭解及關懷學生、具有正確高度的教學信念、具有研究與進修的知能、具有高度的敬業精神、教師身心健康、教師人際溝通能力良好、教師具有專業知能指導的能力、配合教材,設計適當的評量方式、能進行課後自我檢視與回饋等三十八題指標細項。2.綜合德懷術小組對「職業學校學校本位教學視導之指標」列為極重要的指標細項共有三十八項。 本研究針對獲致結論,提供不同職業學校建立教學視導指標之具體可行的建議。

並列摘要


This research aims at (1) exploring the applications of school-based theories to vocational schools and (2) establishing school-based instructional supervision indicators for vocational schools. It adopts several study methods, including literature review, questionnaire survey using Delphi technique, and content analysis. Seven experts and scholars responded to the Delphi questionnaires and a total of three questionnaire surveys were conducted. This research adopts instructional inspection in a limited sense, i.e., establishing instruction-based inspection indicators with teachers and their instruction as its study scope. The specific conclusions reached in this research are as follows: The school-based instructional inspection indicators for vocational schools are composed of three dimensions, namely, before instruction, at instruction and after instruction. Each dimension consists of five indicators, i.e., instruction objectives and instruction plans, instructional ability, classroom management, study environment, professional growth and responsibility. There are 38 sub- indicators under these indexes: set instruction objectives, make instruction plans, design instruction schedule, make teaching material and create appropriate teaching situation, have the ability to teach according to students’ aptitude and pay attention to individual difference, motivate students to study, have the ability to organize teaching content, have the ability to hint and summarize instructional emphases, have the ability to choose and present appropriate teaching material, have the ability to use multimedia instructional facilities to enhance teaching efficacy, use various efficient teaching skills, decide the priority of activities, utilize teaching time efficiently, have the ability to teach, often use creative and thinking instruction to enhance students’ thinking ability, have the ability to communicate with parents and establish a harmonious and interactive style of teaching, provide instant feedback, have an aggressive teaching attitude, draw up appropriate classroom rules, direct students to follow daily rules, have the ability to direct and guide students, encourage and punish students appropriately and effectively, have the ability to manage classroom (including establish a pleasant classroom atmosphere and clean experiment equipment and put them back in place), guide students to know the importance of classroom (workplace) safety, use skills to motivate students to study, maintain a good learning environment, guide students to have successful learning experience, provide opportunities for students to participate, have the ability to utilize resources well, understand and care for students all the time, have the right teaching belief, have the competence to study and pursue further study, have professional morals, keep a sound body and mind, have good communication skills, have the ability to guide students in the professional aspect, have the ability to design appropriate assessment methods in accordance with teaching material, have the ability to conduct self-inspection and give feedback after class. These thirty-eight sub-indexes were the extremely important sub-indexes obtained with the application of Delphi technique. This research provides specific suggestions according to the conclusions reached for vocational schools to establish instructional inspection indicators.

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