國中實習教師的學科教學表現之研究：師範大學與一般大學畢業生的比較

A Study of Subject Teaching Performance of Junior High School Intern Teachers: Comparative Analysis of Normal and Non-Normal University Graduates

本研究的主要目的，在探討國中實習教師有關實際教學行為的學科教學表現之主要因素，比較師範大學及一般大學畢業生在此等因素及相關題項上面的自評結果，並進一步分析此等因素與教師思考有關因素之相關關係。本研究對88學年度（1999-2000）在409所國中的實習教師1，995人寄發問卷，包括三所師大各學系畢業生，及一般大學教育學程畢業生。將回收的有效問卷1，217份（61%），進行資料分析之後，獲得的主要結果包括：1. 國中實習教師學科教學的表現有七個重要因素，包括：因素一「規劃教學重點及教材教具的表現」及其他六個因素。2. 在「學科教學表現」四個因素之平均數上面，一般大學畢業生的自評，有略高於師範大學畢業生的情形，而且，在t考驗上達顯著水準。又，在38個題項之中的16個題項上面，前者的題項平均數亦略高於後者，在t考驗上達顯著水準。3. 師範大學及一般大學畢業的國中實習教師，其「學科教學表現」與「學科教學認知」二者之間有顯著正相關；同時，其「學科教學表現」與「學科教學信念」二者之間亦有顯著的正相關。4. 與實習教師的「學科教學認知」各變項，具有較密切關係的表現變項，包括：學科教學表現總體、規劃教學重點及教材教具的表現、運用教學技巧的表現、運用教學評量結果的，以及實施適性教學的表現等五個變項。5. 與實習教師的「學科教學信念」各變項，具有較密切關係的表現變項，包括：學科教學表現總體、規劃教學重點及教材教具的表現，以及運用教學技巧的表現等三個變項。

The main purposes of this study are to identify major factors in subject teaching performance of junior high school intern teachers， to make comparative analysis of the cited performance of normal and non-normal university graduates， and to investigate the interrelationships of subject teaching performance， subject teaching knowing and subject teaching belief. Research questionnaires were sent to 1，995 interns at 409 junior high schools. Valid questionnaires were secured from 1，217 interns（61%）. Five principal results are stated as follows：
1. Seven major factors were identified in subject teaching performance.
2. Among 4 out of 7 major factors， factor averages of non-normal interns were significantly higher than those of normal interns in test.
3. The correlation coefficients of subject teaching performance with subject teaching knowing and subject teaching belief were statistically significant.
4. Subject teaching knowing was strongly related to “total of subject teaching performance， ” “performance in planning for instructional modules， subject matter and teaching aids， ” ”performance in handling with teaching skills， ” performance in applying instructional measurement outcome， “ and “performance in individualized instruction.”
5. Subject teaching belief was strongly related to “total of subject teaching performance， ” “performance in planning for instructional modules， subject matter and teaching aids，” and “performance in handling with teaching skills.”