本文是創新成語教學的行動研究，目的在透過創新教學的實際行動，提高學生學習成語的興趣，並使學生能了解成語的真正意涵，進而能正確的運用成語。本研究活動進行時間為民國104年(一學年)，以研究者任教學校內、常態分班下的某一九年級班級全體學生作為研究對象，並利用創新成語教學問卷調查表、成語前測、座位觀察表、成語學習狀況調查表、創新成語教學活動後測為研究工具，與觀察法、前後測、問卷調查法、訪談法的研究方式進行研究。由研究者統計分析後， 此次的研究結果： （一） 創新的成語教學方式能提高學生學習成語的興趣 （二） 創新的成語教學方式能使學生了解成語的真正意涵 （三） 創新的成語教學方式能提升學生的成語運用能力 本研究最後根據研究結果提出相關的建議與省思，以及研究發生的困難。所得研究結果可供未來教學與相關研究參考。

本研究旨在了解新北市國民小學校長科技領導、教師科技素養與創新教學之現況，並分析不同背景變項下校長科技領導、教師科技素養與創新教學的差異情形，進而探討此三者之間之結構關係，以了解校長科技領導、教師科技素養對創新教學之影響性。 本研究採用問卷調查法，抽取新北市公立國民小學51所，共638位教師進行問卷調查，回收有效問卷共631份。問卷資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析與結構方程模式（SEM）進行統計與分析。 本研究獲得之結論如下： 一、新北市國民小學校長科技領導、教師科技素養與創新教學現況良好。 二、中小型規模、地處偏遠與歷史較久之學校教師，知覺校長科技領導的程度較高。 三、兼任行政職務與學歷較高之男性教師科技素養程度較高。 四、學校歷史較久之教師科技素養程度較高。 五、教師兼主任、學歷較高與年資較深之男性教師創新教學程度較高。 六、學校歷史較久之中型學校教師創新教學程度較高。 七、國民小學校長科技領導對教師科技素養與創新教學均有正向的影響。 最後，依據研究結論提出建議，俾供教育行政機關、國民小學校長以及未來研究做為參考。 / The purpose of this study is to understand the current conditions of New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction, and further analyze the differences in principals’ technology leadership, teachers’ technology literacy, and innovative instruction under different background variables. Moreover, it attempts to explore the structural relationships among these three issues, and understand the influence of principals’ technology leadership and teachers’ technology literacy on innovative instruction. This study conducted a questionnaire survey on 638 teachers from 51 public elementary schools in New Taipei City, and retrieved 631 valid questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, one-way ANOVA, and structural equation model (SEM). The conclusions of this study are as follows: 1.The current conditions for New Taipei City elementary school principals’ technology leadership, teachers’ technology literacy, and innovative instruction are good. 2.Teachers at mid-sized and small elementary schools in remote areas with longer histories perceive principals’ technology leadership to a greater extent. 3.Male teachers who also have administrative responsibilities and have higher education that have higher technology literacy. 4.Teachers in schools with longer histories have higher technology literacy. 5.Male teachers who are also directors, with higher education and more teaching experience have higher innovative instruction. 6.Teachers at mid-sized schools with longer histories have higher innovative instruction. 7.Elementary school principals’ technology leadership has a positive influence on teachers’ technology literacy, and innovative instruction. Finally, suggestions are proposed based on the research conclusions, in order to serve as a reference for education administration, elementary school principals, and future research.

本研究旨在了解新北市立國民中學校長變革領導與教師創新教學之現況，以及分析校長變革領導與教師創新教學之關係。研究方法係採問卷調查法，使用之研究工具為「國民中學校長變革領導與教師創新教學之研究」問卷，寄發49 所學校共780 份問卷，回收有效問卷615份進行分析。統計分析之方法為描述性統計分析、獨立樣本t 考驗、單因子變異數分析、皮爾遜積差相關、多元迴歸分析。 本研究的研究發現如下: 一、新北市立國民中學教師對於校長變革認知程度屬於中高程度，其中 以「建立變革願景」層面之認知程度最高。 二、新北市立國民中學教師對於校長變革領導認知程度，以男性教師、 資深教師、年長教師、兼任主任職務之教師認知程度較高。 三、新北市立國民中學教師在創新教學實施現況良好，各分層面之實施現況差異不大，但以「教師教學創新」層面得分最高。 四、新北市立國民中學教師在創新教學實施現況，以初任教師、資深教師、兼任主任之教師實施程度較高，尤其初任教師表現令人驚艷。 五、校長變革領導五個層面與教師創新教學整體及各層面有顯著正相關。 六、校長變革領導五個層面對教師創新教學整體具預測力。 最後，本研究依據研究結果提出相關之建議，以供教育行政機關及國民中學校長、教師之參考。 關鍵字:校長變革領導、教師創新教學 / The purpose of this study is two-fold: first, to assess the current status of innovative teaching practices and the principals’ transformational leadership at municipal junior high schools in New Taipei City; and second, to verify their relationship. This questionnaire survey was adopted as the research tool and the "Study of Innovative Teaching Practices and Principals’ Transformational Leadership at Municipal Junior High Schools" questionnaire is specifically designed for this study. 780 questionnaires were sent out to 49 schools, and 615 effective samples were collected for analysis. The statistical analysis techniques selected for this study include Descriptive Statistics, Independent Samples t-test, One-Way ANOVA, Pearson product-moment correlation and Multiple Regression Analysis The study results are as follows: 1. Junior high school teachers in New Taipei City exhibited a mid-to-high level of perception toward principals’ transformational leadership, and among all dimensions, the vision establishment dimension was observed to have the highest level of perception. 2. Among all teachers surveyed, male teachers, senior teachers, older teachers, and teachers who also serve as directors exhibited a higher level of perception toward principals’ transformational leadership. 3. In terms of innovative teaching practices, it was observed that teachers at municipal junior high schools in New Taipei City performed fairly well. No large diversity was observed across all dimensions, but the teacher teaching innovation dimension has the highest score. 4. In terms of innovative teaching practices among teachers at municipal junior high schools in New Taipei City, the beginning teachers, senior teachers and teachers who also serve as directors exhibited a higher level of performance, but beginning teachers have exhibited an astonishing level of performance. 5. The five dimensions under the principals’ transformational leadership are positively and significantly correlated to innovative teaching practices and all its dimensions. 6. The five dimensions of principals’ transformational leadership can be used to predict innovative teaching practices. Finally, based on the study results, this research proposed relevant suggestions as reference for school administrative and supervisory organizations, principals and teachers at municipal junior high schools. Keywords: Principals’ Transformational Leadership, Innovative Teaching Practices

本研究旨在瞭解目前新北市國民小學空間領導、學校組織變革與教師創新教學的現況，分析不同背景變項下之教師，知覺校長空間領導、學校組織變革與教師創新教學之差異情形，並探討三者間之關係，最後建構並驗證校長空間領導、學校組織變革與教師創新教學之結構方程模式。 本研究採問卷調查法，共計抽樣83所學校，發出786份問卷，回收544份有效問卷；問卷回收率達69%。問卷調查結果以描述性統計、t檢定、單因子變異數分析及結構方程模式分析等統計方法加以分析與探討。 本研究獲致結論如下： 一、新北市國民小學教師知覺校長空間領導為中上程度，以「建構教育空間」層面表現最突出，「使用者共同參與」之得分最低。 二、新北市國民小學教師知覺學校組織變革為高程度，以「組織文化」層面最獲肯定，「教育科技創新」之知覺程度為最低。 三、新北市國民小學教師知覺教師創新教學為高程度，以「教學方法」層面最獲認同，「情境營造」之知覺程度為最低。 四、新北市國民小學教師，在不同背景變項中（無學校獲獎情形、年齡高者及職務為教師兼主任者），在知覺校長空間領導行為上顯著較高。 五、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及擔任職務為教師兼主任及教師兼導師者），在知覺學校組織變革上顯著較高。 六、新北市國民小學教師，在不同背景變項中（無學校獲獎情形及及兼任行政職之教師者）在知覺教師創新教學行為上顯著較高。 七、新北市國民小學校長空間領導、學校組織變革與教師創新教學具有良好的聚斂效度，且學校組織變革在校長空間領導與教師創新教學間扮演完全中介，故國民小學校長空間領導可透過學校組織變革對教師創新教學產生正向的間接影響。 最後，根據本研究結果，提出具體建議，供教育行政機關、學校教育人員與未來研究之參考 / The purpose of this study is to learn the relationships among the primary school principal space leadership, school organizational change and innovative teaching of teachers in elementary school of New Taipei City. Comparing and analyzing the differences, relationships, and stepwise regression between principal space leadership, school organizational change and innovative teaching of teachers, the researcher tries to build and verify a model for these three elements. Through the use of questionnairs survey method, data were collected from 83 elementary schools, distributing 786 questionnairs in total. Valid questionnairs of 544 were collecte, with a usable rate of 69%. All data were analyzed by the mothods of descriptive statistics, independent t-test, one-way ANOVA and SEM. According to the results, this study has obtained the following conclusions. 1. The level of space leadership of principals in the elementary schools is medium-performance, and the performance in “constructing educational space” is outstanding, and lower scores on “the users joint participation”. 2. The level of school organizational change is high, and “organizational culture” is certainly the most eligible in the elementary schools, and lower scores on “educational technology innovation”. 3. The level of innovative teaching of teachers is high, and “teaching method” acquired the most recognition in the elementary schools, and lower scores on “constructing circumstance”. 4. The school history, ages , and current positions of sampling teachers show difference on the principal space leadership. 5. The school history, and current positions of sampling teachers show difference on school organizational culture. 6. The school history, and current positions of sampling teachers show difference on effectiveness of school innovative management. 7. The proper fit of structural equation model among principals’ space leadership, school organizational change and innovative teaching of teachers is assessed as positive and can explain the relationships among main variables. School organizational change fully mediated the relationship between principal space leadership and innovative teaching of teachers. School organizational change has the mediation effect on principal space leadership and innovative teaching of teachers. The research findings and suggestions can serve as reference for educational authorities, elementary school principals and subsequent related studies.

校長正向領導與學校組織學習是影響教師創新教學的重要因素。本研究旨在了解高級中學校長正向領導、學校組織學習與教師創新教學的現況及差異情形，並探討上述三者的相關情形。 本研究方法為文獻分析與問卷調查法。研究對象為新北市、桃園縣、新竹縣、苗栗縣、新竹市之97所高級中學教師，有效樣本共855份。問卷回收後分別以敘述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、高級中學教師對校長正向領導之現況知覺良好。 二、高級中學教師對學校組織學習之現況知覺良好。 三、高級中學教師對教師創新教學之現況知覺良好。 四、校長正向領導與學校組織學習間具有顯著正相關。 五、校長正向領導與教師創新教學間具有顯著正相關。 六、學校組織學習與教師創新教學間具有顯著正相關。 七、校長正向領導與學校組織學習對於教師創新教學有正向預測力。 本研究根據以上結論，提出幾點建議提供教育行政單位、高級中學校長、教師與未來相關研究作參考。 關鍵字: 校長正向領導、學校組織學習、教師創新教學 / Principals’ positive leadership and school organizational learning are the important factors of innovative teaching of teachers. This study aims to investigate the current situations and circumstances of senior high school principals’ positive leadership, school organizational learning and innovative teaching of teachers. The purpose of this study is to understand the current situation and the relationships among the positive leadership of principals, school organizational learning and innovative teaching of teachers. The research methods included literature review and questionnaire survey. The subjects of the survey were teachers in 97 senior high schools across New Taipei City, Taoyuan County, Hsinchu County, Miaoli County and Hsinchu City. The study issued a total of 855 valid questionnaires. The data was analyzed by factor analysis, reliability analysis, descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-moment correlation, multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the senior high school teachers toward the principals’ implement positive leadership is good. 2. The perception of the senior high school teachers toward school organizational learning is good. 3. The perception of the senior high school teachers toward the innovative teaching of teachers is good. 4. There is a significant positive correlation between the senior high school principals’ positive leadership and school organizational learning. 5. There is a significant positive correlation between the senior high school principals’ positive leadership and innovative teaching of teachers. 6. There is a significant positive correlation between the senior high school organizational learning and innovative teaching of teachers. 7. The senior high school principals’ positive leadership and school organizational learning have positive direct effect on the innovative teaching of teachers. According to the research findings, some suggestions are proposed for the reference of education administrative units, senior high school principals and teachers, and research staff engaged in future related researches. Keywords：principals’ positive leadership, school organizational learning, innovative teaching of teachers

「熱情」是心理學研究上新興的研究主題，包括熱情的概念、熱情的前置因素以及影響後果等研究。本研究的主要目的在探討國中小教師的教學熱情現況，與可能影響教學熱情的人口變項，包括教師的性別、年齡、任教年資、擔任職務、及最高學歷、畢業科系與教學熱情的關係。同時也探討教學熱情的影響後果，包括教學省思行為、教學內在動機、學習者中心教學信念、深度對談、專業合作及自我導向學習、創新教學行為、創新擴散與教學熱情的關係。本研究採問卷調查方式，以北、中、南區公私立國民中小學418位國中教師和160位國小教師為研究對象，使用的研究工具包括教學活動熱情量表、輔導活動熱情量表、教學省思行為量表、教學內在動機量表、學習者中心教學信念量表、專業合作與自我導向學習量表、深度對談量表、教學創新行為量表、創新擴散量表。 研究結果發現︰ 一、關於國中小教師的教學熱情和教學各變項之現況 1.國中小教師的教學熱情程度中等偏高，其中教學活動和諧性熱情顯著高於其他三種教學熱情，輔導活動和諧性熱情顯著高於強迫性熱情，而教學活動強迫性熱情僅顯著高於輔導活動強迫性熱情。國小教師除了在輔導活動強迫性熱情上顯著低於國中教師外，其他三種教學熱情均顯著高於國中教師。 2.國中小教師在教學各變項上大致為正向反應，其中教師的教學內在動機顯著高於其他教學變項，學習者中心教學信念僅顯著低於教學內在動機，而教學省思行為則顯著低於教學內在動機和學習者中心教學信念，創新教學行為和專業合作與自我導向學習顯著高於創新擴散和深度對談，而深度對談則顯著低於其他教學變項。此外，國小教師除了在專業合作與自我導向學習未顯著高於國中教師外，在其他教學變項上均顯著高於國中教師。 二、關於人口變項在教學熱情上的差異情形 1.不同任教年資、最高學歷以及男女國中小教師，在教學熱情上並無顯著差異。 2.不同年齡、擔任職務、畢業科系、任教科目和輔導經歷的國中小教師，在四種教學熱情上均有顯著差異。 三、關於教學熱情與教學各變項之關係 1.分別或整體探討國中小教師的教學熱情與教學各變項之關係，教學熱情越高，其教學省思行為、教學內在動機、以及學習者中心教學信念、深度對談、專業合作自我導向學習、創新教學行為和創新擴散則越高。 2.從預測角度來看，在多元迴歸模式中以教學活動和諧性和強迫性熱情對國中小教師的教學內在動機、創新教學行為最有正向預測力；以教學活動和諧性熱情對教學省思行為、學習者中心教學信念、深度對談最具正向的預測力；以輔導活動和諧性和強迫性熱情對專業合作及自我導向學習具有最佳的正向預測力；而以輔導活動強迫性熱情對創新擴散具有最佳的正向預測力。 四、關於人口變項、教學熱情與教學各變項之關係 1.無論在教學活動或輔導活動方面，有越多和諧性熱情的國中小教師，會有較多的教學省思行為、教學內在動機、學習者中心教學信念出現。 2.無論在教學活動或輔導活動方面，有越多強迫性熱情的教師，會有較多的創新教學行為、創新擴散出現，也會傾向專業合作及自我導向學習。 3.國中教師、21-30歲教師、以及輔導室教師較傾向專業合作及自我導向學習和深度對談。 4.最高學歷為研究所、畢業科系為大學教育科系、師範教育科系、師範非教育相關科系的教師，較傾向專業合作及自我導向學習。 　最後，本研究根據研究結果對實務與未來研究提出建議。

本研究旨在瞭解幼稚園教師學校組織創新氣氛知覺、知識分享行為對創新教學行為之影響以及三者之關係。首先瞭解幼稚園教師學校組織創新氣氛知覺、知識分享行為與創新教學行為之現況；其次，探討幼稚園教師學校組織創新氣氛知覺、知識分享行為與創新教學行為之相關性；最後，以多元迴歸分析幼稚園教師學校組織創新氣氛知覺與知識分享行為對創新教學行為之預測力，以及探討學校組織創新氣氛是否透過知識分享行為此中介變項影響教師創新教學行為。 本研究以台北市公私立幼稚園教師為研究對象，以「校園創新氣氛量表」，以及修改之「知識分享行為量表」與「創意教學行為量表」為研究工具，有效樣本為272份，資料回收後分別以描述性統計、皮爾森積差相關分析，以及多元迴歸分析等統計方法進行資料處理。本研究獲致之結論如下： 1. 學校組織創新氣氛知覺與創新教學行為達顯著正相關。 2. 知識分享行為與創新教學行為達顯著正相關。 3. 學校組織創新氣氛知覺與知識分享行為達顯著正相關。 4. 學校組織創新氣氛的「工作條件」跟「學習成長」面向可以有效預測教師的 創新教學行為。 5. 知識分享行為的「行動示範」、「知識共構」可有效預測教師創新教學行為。 6. 就學校組織創新氣氛、知識分享行為對創新教學行為的整體模式而言，學校 組織創新氣氛中的「工作條件」可透過知識分享行為中的「行動示範」與「知識共構」此兩個中介變項預測幼稚園教師的創新教學行為。 最後，研究者根據研究結論針對幼稚園組織與幼稚園教師，以及未來研究提出具體建議，以期對未來幼稚園實行創新教學及相關後續研究有所助益。 / The main purposes of this study were as following: First of all, understand the teachers’ awareness of organizational innovative climate, teachers’ knowledge sharing behavior, and innovative teaching. Second, understand the relationships among these three variables. Third, explore the predictive power of the teachers’ awareness of organizational innovative climate, teachers’ knowledge sharing behavior, and innovative teaching. This study adopts the survey method by questionnaire. This study included 272 kindergarten teachers in Taipei city, Taiwan. The applied analysis methods were Descriptive Statistics, Factor analysis, Cronbach α coefficient analysis, Pearson’s correlation analysis, and Regression through SPSS18.0. The main findings of this study were summarized as follows: 1. It showed positive correlation between teachers’ awareness of organizational innovative climate and creative teaching. 2. The relationships between teachers’ knowledge sharing behavior, and creative teaching were positive. 3. It showed positive correlation between teachers’ awareness of organizational innovative climate and teachers’ knowledge sharing behavior. 4. Job Conditions and Professional Learning can predict teachers’ innovative teaching. 5. Action Demonstration and Knowledge Building can predict teachers’ innovative teaching. 6. It appeared that knowledge sharing plays mediating roles among organizational innovative climate and innovative teaching.