英文摘要 |
1. Research purpose The 12-year National Basic Education syllabus was released in 2014. So far, primary school teachers across the country have ''prepared'' for 5 years. The 12-year national basic education syllabus was officially implemented in the first grade of primary schools nationwide since the 108th school year. However, what is the degree of recognition of the competence- oriented teaching in this curriculum reform among the teachers in the education scene? Are you ready for competence-oriented teaching? What about the practice of competence-oriented teaching? Did you encounter difficulties in the process of practice? Both are quite worth exploring. 2. Research design and methods This article uses literature survey, file data analysis, questionnaire survey and other methods. Based on the results obtained from the analysis of literature and file data, the ''National Elementary School Teachers' Questionnaire on Identity, Ability, Practice, and Difficulties of the 12-year National Basic Educational Competence-oriented Teaching'' was developed as a tool, and the 12-year National Basic Education Based on 481 valid questionnaires with the first grade tutor as the subject of the questionnaire survey, SPSS for Windows 25.0 and Amos 25.0 version statistical package are used as statistical software tools for analyzing data. 3. Research findings This questionnaire is made by SEM as CFA. The questionnaire items are all attributable to the original latent variable construct, and the load of each question factor is greater than .45 and the explained variation is 77.507%, which has good construct validity; in addition, the overall The Cronbach's α value of the scale is 0.910, which has fairly high internal consistency and is an excellent tool. And found (1) Taoyuan City's first-year teachers in the 108th school year are highly prepared for the implementation of competence-oriented teaching (2) Taoyuan City's 108 academic year first-grade teachers are still in a dilemma in the implementation of competence-oriented teaching (3) Ability to have important relevant factors to improve teachers' practice of quality-oriented teaching practice (4) The practice side's behavior is an important factor that relieves the teacher's difficulty in the implementation of competence-oriented teaching. And put forward relevant suggestions for the promotion of teachers in Taoyuan Elementary School to implement competence-oriented teaching and follow-up research. |