English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 92776/123147 (75%)
Visitors : 27002504      Online Users : 412
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/75173
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/75173

    Title: 「批判思考教學師資培訓」模式之探討
    Other Titles: A Study of Models for “Teacher-Training in Critical-Thinking Instruction”
    Authors: 葉玉珠
    Yeh, Yu-Chu
    Contributors: 教育系
    Keywords: 批判思考教學;師資培訓;專業知識;個人教學效能;教學行為
    critical-thinking instruction;teacher training;professional knowledge;personal teaching efficacy;teaching behavior
    Date: 1998
    Issue Date: 2015-05-18 17:21:43 (UTC+8)
    Abstract: 本研究的主要目的在探討批判思考教學師資培訓的「最適合(best-fit)」模式,從而提議一有效的批判思考教學師資培訓之參考模式。本研究的參與者為75位職前教師;測量工具為一個電腦模擬教學課程和二份李克特式量表;分析方法則包括描述統計、Hotelling’s T2、以及Structural Equation Modeling。本研究發現(1)一個有效的批判思考教學師資培訓課程至少涉及四個因素:參訓投入程度以及批判思考教學專業知識、個人教學效能與教學行為;(2)職前教師的「參訓投入程度」對其批判思考教學的專業知識及教學行為之改變有直接且正面的效果,對其個人教學效能的改變則有正面但間接的效果;(3)在批判思考教學的過程中,職前教師批判思考個人教學效能的改變為其教學專業知識與教學行為的改變之中介變項。
    The major purposes of this study were to find out the “best-fit” model for teacher-training in critical-thinking instruction and, accordingly, suggest and effective training model for critical-thinking instruction. Seventy-five preservice teachers participated in this study. The employed instruments were a computer-simulation program and two Likert-type questionnaires. The applied analyses included descriptive analysis, Hotelling’s T2, and Structural Equations Modeling (SEM). The major findings revealed that (a) an effective program for teacher training in critical-thinking instruction involves at least four factors: training-involvement level, professional knowledge, personal teaching efficacy, and teaching behavior related to critical-thinking; (b) the preservice teachers’ “training-involvement level” directly influenced their improvement in professional knowledge and teaching behavior, but indirectly enhanced their personal teaching efficacy for critical thinking; (c) the preservice teachers’ change in personal teaching efficacy was a mediator of their change in professional knowledge and teaching behavior during critical-thinking instruction.
    Relation: 教育與心理研究, 21, 307-332
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback