中小學教師適性教學、創意評量與學生學習效能關係之研究

A Study of the Relationships among the Adaptive Instruction, the Creative Assessment and the Students' Learning Effectiveness in Primary and Secondary Teachers.

本研究以台北市、新北市和桃園市中小學教師為研究對象。透過Google問卷調查，回收331份。研究方法採文獻分析和問卷調查。資料分析採描述統計、多元迴歸和變異數分析，形成以下的結論。（一）教師適性教學，以「合作學習」和「差異化教學」為主。（二）資淺與資深教師較為重視「合作學習」，而服務年資6-15年的教師較重視「差異化教學」。（三）教師工作職務中，較重視「合作學習」，兼行政主任較重視「差異化教學」。（四）12班以下和25班以上的教師較重視「合作學習」；13-24班的教師較重視「差異化教學」。（五）31-60年和91年以上的學校較重視「合作學習」；30年以下和61-90年的學校較重視「差異化教學」。（六）不論教師學歷、年資或職務在「創意評量」各向度中，皆以「實作評量」為主，兼職行政職的老師較重視「真實評量」。（七）不論學校規模、學校歷史在「創意評量」各向度中，皆以「實作評量」為主。（八）適性教學、創意評量對學生學習效能的影響，皆以「激發成就動機」和「增強學習自信」為主。（九）教師在不同學歷之創意評量，僅「實作評量」具有顯著相關（P＝.008）。（十）教師在不同學校歷史之創意評量，僅「動態評量」具有顯著相關（P＝.035）。

This study takes primary and secondary school teachers in Taipei City, New Taipei City and Taoyuan City as the research subjects. Through the Google survey, 331 were collected. The research method adopts literature analysis and questionnaire survey. The data analysis adopts descriptive statistics, multiple regression and variance analysis to form the following conclusions: (1) Teachers' adaptive teaching is mainly based on ''cooperative learning'' and ''differentiated teaching''. (2) Junior and senior teachers put more emphasis on ''cooperative learning'', while teachers with 6-15 years of service put more emphasis on ''differentiated teaching''.(3) In the job duties of teachers, ''cooperative learning'' is more important, and the director of administration is more concerned about ''differentiated teaching''. (4) Teachers in classes below 12 and classes above 25 put more emphasis on ''cooperative learning''; teachers in classes 13-24 put more emphasis on ''differentiated teaching''. (5) The school history 31-60 and over 91 put more emphasis on ''cooperative learning''; the schools under 30 and 61-90 put more emphasis on ''differentiated teaching''. (6) The regardless of the teacher's education background, seniority or position in the ''creative assessment'' dimension, ''performance assessment'' is the main focus, and administrative teachers put more emphasis on ''authentic assessment''. (7) The regardless of the size of the school or the history of the school, in all dimensions of ''creative assessment'', ''performance assessment'' is the main focus. (8) The impact of adaptive teaching and creative assessment on students' learning effectiveness is mainly based on ''stimulating achievement motivation'' and ''enhancing learning self-confidence''. (9) The creative assessments of teachers in different educational backgrounds, only the ''performance assessment'' has a significant correlation (P=.008) (10) The creative assessments of teachers in different school histories, only the ''dynamic assessment'' has a significant correlation (P=.035).