多元化師資培育制度下國民中學實習教師之教育實習成效--新、舊教育實習制度的比較評估

Effectiveness of Internship of Junior High School Intern Teachers in the Context of Multiple Ways of Teachers Preparation--Comparative Evaluation of New and Old Models for Teaching Internship

本研究以八十六學年國民中學實習教師為其對象，而探討多元化師資培育制度下國民中學新、舊制實習教師的實習成效，作為其主要研究目的。上述實習成效，涉及班級經營及學科教學兩方面。又，本研究採用自編的《實習教師教育實習成效調查問卷》，取得國中舊制公費生實習教師928人及國中新制自費生實習教師296人的有效問卷。本研究獲得的主要研究結果，共有四項，分述如次。　　第一，新、舊制實習教師都大致上肯定班級經營及學科教學兩方面的實習成效，但是，在若干類題項上，他們有共同弱點，而未能充分的自我肯定。　　第二，舊制公費生實習教師的班級經營成效，在總體比較上顯著地優於新制自費生實習教師。在班級經營的七類題項中，(1)營建班級常規，(2)實施環境教育，以及(3)實施親師溝通等三類，尤為顯著。　　第三，新、舊制實習教師的學科教學成效，彼此在總體比較上並無顯著性差異。但是，在學科教學的十一類題項中，舊制公費生實習教師在佈置教學環境一類的成效自評，遙遙領先，而新制自費生實習教師則有略微領先的五類，包括：(1)規劃教學目標，(2)編排學科教材，(3)引起學習動機，(4)運用教學方法，以及(5)應用學習策略等。　　第四，在實習教師的個人背景變項及實習學校變項之中，性別、畢結業學校，以及實習工作職務等三者，可能是重要的變項。

The main purpose of this study is to investigate the effectiveness ofboth new and old models of junior high school teaching internship in the contextof multiple ways of teachers preparation. Both the effectiveness of classmanagement and subject teaching are included for self-evaluation by junior highschool interns during the 1997-98 academic year. Old model of teaching internshipis applicable to scholarship interns while new model， applicable to nonscholarshipinterns. Valid questionaires are secured form 928 scholarship interns and 296nonscholarship interns for data analysis in this study.　　Among the principal results secured from this study， four major findingsare stated as follows:1.Both scholarship and nonscholarship interns have positive responses inmost items on the bases of their self-evaluation of the effectiveness ofboth class management and subject teaching. But they evaluate themselvesas less than effective in some categories of class management and subjectteaching.2.On the effectiveness of class management， self-evaluation of scholarshipinterns， who are supervised under old model of internship， has overalladvantages over that of nonsholarship interns who are inducted in newmodel of internship. Scholarship interns fare much better thannonscholarship ones do， especially in the categories of mamagement ofclassroom routines， environmental education measures， and parent-teachercommunication.3.On the effectiveness of subject teaching， the results sceured from self-evaluation of scholarship and nonscholarship interns are not significantlydifferent between these two groups as far as overall effectiveness isconcerned. In the category of arranging instructional environment，scholarship interns fare much better than their counterparts do. In thefive categories of planning for instructional objectives， constructingteaching material， arousing learning motivation， using teaching methods，and applying learning strategies， nonscholarship interns fare slightlybetter than their counterparts do. However， slight difference between thetwo groups are significant in all these five categories cited.4.On the possible effects contributed by personal background variables andjunior high school variables， three variables of sex， institution ofgraduation， and job assignment of interns may be important.