華語教師自評教學效能之研究

A Study of TCSL Teacher Self-Evaluation of Teaching Effectiveness

本研究利用調查法，自編華語教師自評教學效能量表以探究華語教師教學效能的現況。經單因子多變量分析，輔以訪談資料佐證，本研究結論有六：一、修過華語師資培訓課程者的教學效能顯著高於無修過相關課程者；二、華語教學經驗豐者之教學效能顯著高於資淺者；三、具海外華語教學經驗者的自我效能顯著高於無此經驗者；四、雖然外語能力是華語教師需要的條件，卻未在教學效能上產生顯著差異；五、學生年齡分布的廣度大者之教學效能顯著高於分布較小者；六、學生國籍分布的廣度大者之教學效能顯著高於分布較小者。依此對華語教育政策、教學實務及後續研究提出建議。

This study explored TCSL teachers teaching effectiveness via survey method. The interview data were analyzed by One-Way- MANOVA and findings are as follows: (1) TCSL effectiveness of teachers participating in teacher training program of TCSL is significantly higher than that of teachers never participating in such programs; (2) TCSL effectiveness of experienced teachers is significantly higher than that of novice teachers; (3) self-effectiveness of teachers having TCFL experience is significantly higher than that of those who have no TCFL experience; (4) foreign language proficiency is necessary for TCSL teachers, but there is no significant difference in TCSL effectiveness between teachers with different foreign language proficiency; (5) TCSL effectiveness of teachers teaching in mix-age classes is higher than that of teachers teaching in single-age classes; (6) TCSL effectiveness of the teachers teaching students with a broad range of nationalities is higher than that of teachers teaching students with a small range of nationalities. Finally, this study makes several proposals regarding to TCSL education policy, teaching practice and future studies.