臺北市中小學教師認知教練態度與五大心智能力之相關研究與信心之研究

The research on mathematic learning interest and confidence of the disadvantaged students at the early stage of primary schools in Taiwan

本研究旨在分析中小學教師認知教練態度與五大心智能力現況，其次探討兩者間關係。本研究採問卷調查法，以臺北市98 學年度承辦教學導師制度兩年（含）以上的79 所中小學為主，依1/2 比例抽取40 所做為研究樣本學校，並針對各校教學導師及夥伴教師施測，總計有效樣本521 位。本研究以「認知教練態度」及「五大心智能力」二量表為研究工具，資料分析主要採取積差相關及逐步迴歸分析。本研究主要發現包括：（一）教師認知教練態度與五大心智能力現況良好；（二）教師認知教練態度與五大心智能力成正相關；（三）省思會談為五大心智能力的主要預測變項。根據研究結論，本研究提出相關建議，俾供教育主管機關及中小學教師在教育實務改進以及後續相關研究進行之參考。

In order to obtain the understanding and difference of general students and disadvantaged students (the socio-economically disadvantaged group， low achievement group， new immigrant children) in their mathematic learning interest and confidence， this research established “The scale for lower grade students in their mathematic learning interest and confidence”. Complementary instruction of mathematics was used by disadvantaged students. Then the scale was used in the post-test. The result of research was presented as follow: (1) The scale showed a good reliability and validity after the analysis of experts and pre-tests; (2) Complementary instruction of mathematics could enhance the mathematics learning interest and confidence; (3) The socio-economically disadvantaged group and new immigrant children in their mathematic learning interest and confidence and achievement of mathematics didn’t show weakness. Finally， based on the findings of the research， some suggestions were given for reference.