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  • 學位論文

高中職餐飲科教師實務經驗影響教學效能關鍵因素之研究

A Study of Crucial Factors Affecting Teaching Efficiency for Vocational Senior High School Food and Beverage Department Teachers’ Practical Experiences

指導教授 : 陳紫玲

摘要


本研究旨在探討具有實務經驗之高中職餐飲科教師,實務經驗影響教學效能的關鍵因素。研究主要目的:一、探討高中職餐飲科教師實務經驗之定義;二、瞭解具有實務經驗之高中職餐飲科教師對於自我教學信念之看法;三、瞭解具有實務經驗之高中職餐飲科教師對於有效教學之看法;四、瞭解高中職餐飲科主任對於實務經驗教師在教學效能表現之看法;五、瞭解高中職餐飲科學生對於實務經驗教師在教學效能表現之看法;六、探討高中職餐飲科教師實務經驗影響教學效能之關鍵因素。 為達上述研究目的,本研究採用質性研究取向,以半結構式訪談大綱進行個別的深入訪談,針對具有實務經驗之餐飲科教師及實務教師服務單位之科主任,瞭解實務經驗影響教學效能間之關係;此外,以學生焦點團體訪談來進行蒐集資料上的檢證,透過實務教師、科主任、學生不同角色的觀點,彙整出實務經驗影響教學效能之關鍵因素。 根據資料分析後獲得以下結論;一、在實務經驗的認定方面:(一)餐旅相關職場工作歷程有助於教學的實質效益;(二)教學所需專業知能會因產業年資累積而提升;(三)證照及競賽活動可優化教師專業技術; (四)參與相關專業活動減少學用落差。二、實務教師教學效能表現方面:(一)實務教師具有高度自我教學信念;(二)實務教師能規劃豐富教材內容;(三)實務教師具有多元的教學技巧;(四)實務教師善於運用教學時間;(五)實務教師能塑造良好學習環境;(六)實務教師與學生互動關係佳。三、實務經驗影響教學效能關鍵因素方面:(一)職場工作歷程為影響教學效能最重要之因素;(二)比賽經驗及證照取得為學生學習的楷模;(三)透過參加產學活動,強化教師專業新知能、活化教材內容;(四) 成功轉換角色,可減少角色衝突。最後根據研究結論提出教師實務增能及教育相關單位參考之依據,以供未來教師增能之規劃及後續研究之參考。

並列摘要


This study investigates senior and vocational high schools food and beverage department teachers with practical experiences, and crucial factors of the practical experiences that affect teaching efficiency. The main purpose of this research is: 1. Investigate definition of senior and vocational high school food and beverage department teachers’ practical experiences; 2. Understand senior and vocational high school food and beverage department teachers with practical experiences and their perspectives towards teaching beliefs; 3. Understand senior and vocational high school food and beverage department teachers with practical experiences and their perspectives towards effective teaching; 4. Understand senior and vocational high school food and beverage department directors’ perspectives towards their teachers with practical experiences’ performance in teaching efficiency; 5. Understand senior and vocational high school food and beverage department students’ perspectives towards their teachers’ performance in teaching efficiency; 6. Discuss crucial factors that senior and vocational high school food and beverage department teachers’ practical experiences influence their teaching efficiency. To achieve the above research purposes, we adopted Qualitative Research approach. Using semi-structured interview, we performed individual and in-depth interviews. With focus on food and beverage department teachers and directors with practical experiences, we understand how practical experiences affect teaching efficiency. In addition, we verify effectiveness of collected information by conducting focus-group interviews with students. Through different perspectives from teachers, department directors, and students, we consolidate crucial factors that practical experiences affect teaching efficiency. Based on information analysis, we have the following conclusion: with regards to recognize practical experiences, it includes: 1. Richness of experiences in workplace has practical effects in teaching; 2. Years of working experiences in the industry affect required capability in teaching; 3. Certificates and campaigns can elevate teachers’ professional capability; 4. Participate relative events eliminate gap between teaching and reality. Teachers with practical experiences have varied performance in their teaching efficiency, which includes: 1. Teachers with practical experiences are possessed with high level of self-confidence in teaching; 2. Teachers with practical experiences are able to plan abundant contents of teaching materials; 3. Teachers with practical experiences are possessed with multi-dimensional techniques of teaching; 4. Teachers with practical experiences make good use of time of teaching; 5. Teachers with practical experiences create good learning environments; 6. Teachers with practical experiences have better interactions with students. Crucial factors of practical experiences that affect teaching efficiency include: 1. Experiences in working places is most crucial to teaching efficiency; 2. Contests’ experiences and provision of certificates are learning targets to students; 3. Enhance teachers’ professional knowledge and content of teaching materials. 4. Successfully converted roles, role conflict can be reduced. At the end, we provide materials based on the research conclusion for teachers to enhance practical experiences and to relevant institutions in education, and also as future references to teachers seeking to enhance their capability and continued research.

參考文獻


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