國小教師教導方式與學生學習行為之關係

自有教育以來，師生間「傳」、「授」、「解」的關係即已存在，惟如何「傳」、「授」、「解」，卻是言人人殊。孔子的「不憤不啟，不悱不發」，蘇格拉底的「助產催生」，禪道的「棒偈、心傳」等等，在在都表現了各人的巧妙。對於尚在國小啟蒙階段的兒童，每班往往有四、五十名之多，教師應該採取何種方法，學生始能在優良的情境下，進行最有效的學習；同時在不同的學習領域，是否應有不同的教導方式。這是近年來教導心理學者孜孜研究的重要課題。教育的目的，在增進學生的知識，培養健全的全格。何種教導方式，較能達成這些目的，乃是本研究的旨趣。本研究旨在達成下列四個具體的研究目的：1.比較有關文獻，以了解教師教導式式與學生學習行為之關係。2.實際調查教師各種不同的教導方式與學生學習行為之關係與比較。3.分析國小男、女學生在學習動機、學習態度及學習困擾各方面，較為顯著差異的行為表現，供為教師教導時之參考。4.提出增進教師教導功能，建立學生良好學習行為及提高學習效果之途徑，藉由研究改進之參照。

The purpose of this study is to investigate the relationship between teachers’ instructional leadership and pupils’ learning behavior in elementary school. Teachers’ instructional leadership includes two dimensions of consideration and authority， Pupil’s learning behavior are learning motivation， learning attitude and learning disturb.The subjects are 1265 6th grader randomly selected from 28 elementary schools in Taipei， Kaoshiung， and Taiwan province. For this purpose， two kinds of questionnaires are developed One is “Teachers’ Instructional Leadership Description Questionnaire.” the other─”Students” Learning Behavior Description Questionnaire.The major findings of this study are as follows：1. Teachers’ instructional behavior has positive correlation with the students’ “learning motivation” and “learning attitude” and negative correlation with the students “learning disturb.”2. The students’ learning behavior is the best when the teachers’ instructional leadership is “high consideration， high authority” style， ‘While is low consideration， low authority” However “low consideration， high authority”， the students’ learning behavior will be no difference.3. Teachers’ authority will be promoted to boys’ learning motivation than girls’. 4. Girls’ learning attitude is better than the boys’ in primary school.5. Most of students’ learning disturb is in learning emotion， the second in learning method， the third learning environment， and teaching material and curriculum.