English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 92604/122928 (75%)
Visitors : 26744258      Online Users : 401
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 140.119/75293
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/75293


    Title: 職前教師的參訓投入程度、批判思考意向與改善批判思考教學之關係
    Other Titles: The Relationships Among Preservice Teachers' Training-involvement Level, Critical-thinking Dispositions, and Their Improvement in Critical-Thinking Instruction
    Authors: 葉玉珠
    Yeh, Yu-Chu
    Contributors: 教育系
    Date: 1998
    Issue Date: 2015-05-26 09:02:54 (UTC+8)
    Abstract: 本研究的主要目的在:(1)驗證「批判思考電腦模擬教學(CS-TCT)」課程中基本假設的適切性,以及(2)探討職前教師的參訓投入程度、批判思考意向與其在有效批判思考教學三大指標的改變之結構關係。七十五位就讀於維吉尼亞大學的職前教師參與本研究。研究中所使用的測量工具為CS-TCT和三份李克特式量表;所採用的方法為潛在因果模式分析。本研究發現(1)職前教師的參訓投入程度對增強其批判思考教學的專業知識感及正面教學行為的使用有直接且正面的效果,然而對強化其批判思考的個人教學效能則有正面但間接的效果;(2)職前教師批判思考的正面教學行為之改變與其個人教學效能之改變有互相強化的關係;與(3)職前教師批判思考教學的專業知識感之改變與其個人教學效能之改變有互相強化的關係。
    The purposes of this study were: (a) to test the assumption that underlies the Computer Simulation for Teaching Critical Thinking (CS-TCT), and (b) to explore the relationships among preservice teachers' training-involvement level, their critical-thinking dispositions, and their changes in three indices for effective critical-thinking instruction. Seventy-five preservice teachers in University of Virginia participated in this study. The CS-TCT simulation and three Likert-type questionnaires developed by the researcher were employed. The analysis was made via latent path Modeling. The major findings revealed that (a)the preservice teachers' training- involvement level directly influenced their improvement in perceived professional knowledge and positive teaching behavior related to critical thinking, but indirectly enhanced their personal teaching efficacy for critical thinking; (b)the preservice teachers' critical-thinking dispositions did not significantly influence their changes in perceived professional knowledge, personal teaching efficacy, or positive teaching behavior related to critical thinking; (c)the preservice teachers' change in the employment of positive teaching behavior and their change in personal teaching efficacy for critical thinking were mutually reinforced; (d)the preservice teachers' change in perceived professional knowledge and their change in personal teaching efficacy related to critical thinking were mutually reinforced; and (e)the preservice teachers' change in perceived professional knowledge, positive teaching behavior, and personal teaching efficacy related to critical thinking were highly related to one another.
    Relation: 國立政治大學學報, 77, 47-71
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

    Files in This Item:

    File Description SizeFormat
    4771.pdf2083KbAdobe PDF264View/Open


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


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback