國民中學教師教學評鑑內涵之研究

李榮東

34.239.148.127，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link 「 https://doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: https://doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing a document with a DOI, the DOI permanent URL should always be presented (if using APA or Chicago format, present https://doi.org/DOI number). If using a citation format that does not specify DOI, the DOI permanent URL should still be presented as a priority.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Science and Technology > In-service Master's Program, Department of Industrial Education
Engineering > General Engineering
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search for full text in Holdings

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

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 , Masters　　Advisor：田振榮;徐昊杲　　

繁體中文

國民中學；學校教育人員；教師評鑑；教師教學評鑑； secondary school ； educational administrant ； teacher performance evaluation ； teachers’ teaching performance evaluation

Abstract │ Reference (80) │ Times Cited (13) │ Altmetrics

Abstract 〈TOP〉

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。

Parallel Abstract 〈TOP〉

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.

Reference ( 80 ) 〈TOP〉

王淑俐（1998）誰可以給教師打分數－教師專業評價與視導。師友，375期，頁20-24。
連結：
方忠斌（2000）。國民中學教師對教師分級制度知覺之研究。台北師範學院國民教育研究所碩士論文（未出版）。
連結：
白青平(2000)。台北縣市國民小學初任教師工作困擾與解決途徑之研究。國立台北師範學院國民教育研究所碩士論文（未出版）。
連結：
朱淑雅（1998）。國民小學教師效標之研究。國立台北師範學院國民教育研究所碩士論文（未出版）。
連結：
張振成（2001）。教師分級制度的探討。師友，405期，頁P16-18。
連結：

Times Cited (13) 〈TOP〉

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：

About Airiti│ Authorize Airiti │ About Airiti Library │ Recruitment │ Copyright Notice │ Privacy Notice │ Click Here to Download

Customer Service Line: 0800-000-747 FAX 02-2926-6016 Mail to Us ： lib@airiti.com Business Hours: Mon. - Fri. 9:00~18:00 18F, No.80, Sec.1, Chenggong Rd., Yonghe Dist, New Taipei City 234, Taiwan