民小學教師教學信念取向的對立及其影響因素

The Influencing Factors of the Opposite Teaching Belief Orientation of Elementary School Teachers

回顧近百年來美國教育改革的大量資料，Cuban認為美國教育百年來並沒有本質性的改變，學校以教師為中心的教學取向是沒有改變的。主要原因在於學校教育的機能結構並沒有改變，仍沿用年級、教學時數、教學科目等傳統的固定日常組織，教師仍然關在自己的課堂內與他人分離，用教科書及考試來決定學生的成績，即使歷經了許多次的教育改革，在教學上仍然是以傳遞內容為主的教學，而非啟發或學生主動探究思考的教學。教學信念有其一致及穩定性，但在教學現場又呈現許多矛盾及衝突，進而產生許多不同型式的混合教學。本研究希望經由國民小學教師對立的教學信念取向問卷調查，以了解教師的教師教學信念取向，其具體研究目的有二：1.探討教師教學信念取向的對立現況。2.探討教師教學信念取向對立的影響因素。本研究以南部及東部縣市國小為調查母群。依都市化程度及學校規模，採叢集取樣，選取受試學校後，再就教師人數比，從各年級教師中選取受試樣本，共抽取1,600位教師為樣本，施予「國民小學教學信念對立取向問卷」，回收1,375份，廢卷61份，可用卷1,314份，有效問卷率為82.13%。主要發現如下：1.國小教師在「教學目標對立」、「師生互動的對立」及「學生行為規範的對立」等教學信念構面，均是男性教師高於女性教師。2.不同教學效能或課程意見的教師與性別之間，有交互作用存在，其教學信念的對立程度會因性別不同而有所不同。3.教師教學信念對立程度會因學校規模、任教地區、教學經驗、他人滿意程度的不同而有顯著差異。 After Cuban recalled a great deal of American education reform data for nearly a hundred years, he believed that there had been no fundamental change in American education for a hundred years, especially the teacher-centered teaching orientation. The main reason was that the grammar of schooling had not changed, such as grade, teaching hours, teaching subjects, and so on. Teachers were still separated from others in their own classroom and used textbooks and exams to determine student achievement. Even after many educational reforms, teaching was still mainly content-based teaching, rather than inspirational or student-initiated inquiry-thinking teaching. Teaching belief has its consistency and stability, but it also presents many contradictions and conflicts in the teaching scene, and then produces many different types of mixed teaching. This study used the 'Elementary School Teachers’ Opposite Teaching Belief Orientation Questionnaire' to know the teaching belief orientation of elementary school teachers. The research purposes were as follow. 1.Exploring the opposite contrast of teacher's belief orientation. 2.Explore the influencing factors of teacher's opposite teaching belief orientation. This study investigated the elementary teachers in the southern and eastern counties of Taiwan as mother population. According to the degree of urbanization and the size of the school, researchers choose the test schools. Then, select the test samples from teachers of each grade level by referencing the teacher-student ratios. The research method used cluster sampling and took 1,600 samples. At all, this study collected 1,375 questionnaires; include 61 useless questionnaires and 1,314 available questionnaires. The effective questionnaire rate was 82.13%. The research findings were as follow. 1. In terms of teaching beliefs such as 'opposition of teaching goals,' 'opposition between teachers and students,' and 'opposition of students' behavioral norms,' elementary school teachers were male teachers more than female teachers. 2. There were interactions between teachers with different teaching effectiveness or curriculum opinions and gender, and the degree of opposition to their teaching beliefs would vary according to gender. 3. There was a significant difference in the degree of opposition between teachers' teaching beliefs due to the size of the school, the area of teaching, the teaching experience, and the degree of satisfaction of others.