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    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: https://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

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