屏東縣國小普通班教師其區分性教學態度之研究

A Survey Study on Primary School Teachers’ Attitudes towards Differentiated Instruction in Pingtung County

台灣現行國小階段資優教育多以資源班型態進行，其餘時間資優生大多在普通班級中學習，因此瞭解普通班教師是否能對資優生特質有所瞭解進而提供區分性教學實有探討必要。本研究目的在探討屏東地區國小普通班教師對區分性教學的態度，研究者參考文獻自編「屏東縣國小普通班教師對區分性教學態度之問卷」，以立意取樣方式在屏東縣發出266份問卷，回收有效問卷243份，以瞭解教師其「對學生學習特質的瞭解程度」與「對區分性教學的態度」，並比較不同背景變項教師對學生學習特質瞭解程度與對區分性教學態度的差異情形，以及探討兩者之關係。所得資料依據研究問題，以描述性統計、單因子多變量變異數分析、線性結構方程模式等統計方法進行資料分析。研究發現為：1、不同教學年資之屏東縣國小普通班教師對「對區分性課程的態度」無顯著差異；2、是否知道資優區域方案之屏東縣國小普通班教師對「對區分性課程的態度」之差異達顯著水準，進行單因子考驗後發現在「對學生特質理解的認知部分」、「對學生特質理解的情意部分」、「對區分性課程態度的情意向度的評量部分」三個向度，知道區域資優方案之國小普通班教師在量表上的表現均顯著高於不知道區域資優方案之國小普通班教師；3、國小普通班教師「對學生特質的理解」對「對區分性課程的態度」具有預測力，且預測之解釋力達45％。本研究根據研究結果與結論對未來資優教育研究與現場實務提出各項建議，以供教師、學校行政單位與未來研究者之參考。 The current gifted education service in Taiwan’s elementary schools is that gifted students receive gifted education in regular classroom program. It is necessary to learn if the teachers of regular education could identify gifted students’ distinguishing features and further provide them differentiated instruction. This study aims at discussing the attitudes of regular program teachers in Pingtung region towards differentiated instruction. 266 self-developed questionnaires- “Attitudes towards Differentiated Instruction: Elementary School Teachers of Regular Program in Pingtung Region” - were distributed in Pintung region based on purposive sampling, and 243 valid responses were collected. This survey is to learn the level that teachers know about their students’ learning features and teachers’ attitudes towards differentiated instruction. The result is used for comparing the disparities of the level of identifying gifted students’ distinguishing features and teachers’ attitudes towards differentiated instruction from teachers with different background variables and for discussing their relationship. The data were analyzed with descriptive statistics, MANOVA, LISREL and so on. The result shows: 1. Regarding attitudes towards differentiated instruction, there is no significant disparity among Ping Tung’s elementary school teachers with different years of service. 2. On the subject of knowing the regional gifted program or not, the Pingtung elementary school teachers of regular program got significant disparity in attitudes towards differentiated instruction. After running Goodness of Fit Test, it is found that the scale performance of the elementary school regular-program teachers who know the regional gifted programs is significantly better than that of who don’t know the program in “cognitive domain of identifying student’s features”, “affective domain of identifying student’s features” and “evaluation of affective dimension”. 3. The elementary school regular program teachers got predictability on identifying students’ features and attitudes towards differentiated instruction. The predicted explanatory power has reached 45%. Based on the research results and conclusion, this study has proposed several suggestions for further gifted education research and practice, and can be a reference for teachers, school administration and future researchers.