University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

本研究旨在探討國民中學校長溝通行為、教師組織信任與教師教學效能之關係，並分析不同個人背景變項在校長溝通行為、教師組織信任與教師教學效能的差異情形，進而探討校長溝通行為、教師組織信任與教師教學效能的相關性及校長溝通行為、教師組織信任對教師教學效能的預測力。 透過問卷調查法，以新北市國民中學教師為對象，共發出627份問卷，問卷內容包括背景變項問卷、校長溝通行為問卷、教師組織信任問卷與教師教學效能問卷。回收有效問卷467份，可用率為74.48％。資料統計分析上使用描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等方法。 本研究結論如下： 一、國民中學教師對校長溝通行為、教師組織信任與教師教學效能知覺程度皆屬中 上程度。 二、國民中學教師性別、年齡、擔任職務、學校規模在校長溝通行為方面有差異。 三、國民中學教師性別、年齡、學歷、擔任職務、學校規模在教師組織信任方面有 差異。 四、國民中學教師年齡、學歷、學校規模在教師教學效能上有差異。 五、校長溝通行為、教師組織信任與教師教學效能三者之間具有顯著正相關。 六、校長溝通行為、教師組織信任對教師教學效能具有顯著預測力，以教師組織信 任對教師教學效能之預測力最佳。 / This study aims to investigate the current development of the the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness in junior high school, and to analyze the differences in teachers of different backgrounds variables are conscious of the principals' communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and to explore the relationship among the three variables; finally, to forecast teachers’ teaching effectiveness through the principals' communication behavior, teachers’ organizational trust. Questionnaire survey is adopted and personal background questionnaire, the principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness questionnaire are included. The questionnaires were distributed to 627 teachers in New Taipei City junior high schools, and 467 valid questionnaires were retrieved, with 74.48% of availability. The data were analyzed with descriptive statistics, independent sample t-test, one-way ANOVA, Pearson Product-Moment Correlation and multiple stepwise regression analysis. The conclusions are as follows: 1. The overall situation about the perceptions of junior high school teachers toward principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness is mid-high level. 2. Junior high school teachers’ percept is obvious difference of principals’ communication behavior in sex, age difference, positions and working school scales. 3. Junior high school teachers’ percept is obvious difference of teachers' organizational trust in sex, age difference, positions and working school scales. 4. Junior high school teachers’ percept is obvious difference of teachers’ teaching effectiveness in age difference, academic backgrounds, and working school scales. 5.There are significant positive correlations among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness. 6.There are significant predictive power among principals’ communication behavior, teachers’ organizational trust and teachers’ teaching effectiveness, and teachers’ organizational trust is the most reliable predictor to the teachers’ teaching effectiveness.

某些字彙可預告句子間的關係及文章架構。這些特殊的預測性字彙包含了連接詞及一部份的名詞、動詞、形容詞及副詞。本研究的目的是探討學習這類預測性字彙在提昇學生閱讀能力的成效。 研究對象是桃園縣某所高中104位三年級學生。研究主要工具包括一份評估學生閱讀能力的全民英檢考題；兩份問卷用來調查學生對於預測性字彙及文章架構的認知；及最後進行的訪談以了解教學成效。研究過程分為三個步驟: (1)前測--- 閱讀能力測驗及問卷。以測驗成績將分數高於平均的學生分至A組而分數低於平均的學生分至B組，來調查不同程度的學生對此教學的回應有無任何差異。而問卷則是調查學生對所要教授的預測性字彙及文章架構有無任何背景知識 (2)教學實驗---為期四個月的預測性字彙與文章結構教學 (3)後測--- 問卷及個別訪談，以瞭解學生在學過預測性字彙與文章結構後，在提昇閱讀能力方面有無任何成效。 研究結果發現，此教學實驗對學生的英文閱讀能力有正面影響。學生回應在閱讀時的速度及在興趣和信心這兩方面都比在接受教學之前提升。A組的學生在有關篇章結構的閱讀測驗題目中表現較B組學生好。同時A組的學生也比較知道如何使用預測性字彙來解析文章結構。至於學生常用的字彙為連接詞。 / Certain lexical items are strongly associated with identifiable clause and textual patterns. In other words, they represent the organization of discourse. These words include connectives and a set of open-system vocabulary with similar properties like connectives. The purpose of the study is to investigate how the instruction in lexical signals and pattern may facilitate reading comprehension. The researcher also examines what kind of predictive words are used most frequently in the process. One hundred and four students, from a senior high school in Taoyuan, were the participants of the study. The reading comprehension test of GEPT, intermediate level (LTTC, 2002), was used to classify the subjects into two sub-groups before the instruction. Group A was the one with the scores above the mean of the test scores. Group B was the one with the scores below the mean. The researcher classified the two groups so as to examine if the subjects in the two groups had any different feedback or response to the instruction. A questionnaire was applied to investigate if the subjects had any idea about the use of signals and patterns before the instruction. Then, a four-month signal and pattern instruction was conducted on all the participants in the study. After the instruction, the second questionnaire was applied to the subjects to gather their feedbacks and responses to the instruction. Furthermore, 30 subjects were randomly selected for interview to get in-depth information for qualitative analysis. The results show the instruction had a positive effect on the subjects when they read English texts. Their reading speed, interests and confidence increased after the teaching of organizing signals and text patterns. And they were confident in using signals to spell out clause patterns. However, some of the subjects had problems of identifying textual patterns, which usually involve several clause patterns combined together to form a text. The signals they used most frequently were connectives, the most overt signals in texts. And the subjects in Group A performed better than those in Group B when making use of predictive signals to spell out patterns. The result shows a strong relationship between the subjects’ English proficiency level and their manipulation of discourse-organizing words and textual patterns.

本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。 研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。 / Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.

基於遠距教學的推行已成為世界各國人們邁向終身學習的重要途徑，而遠距教學所呈現出之多元化學習模式，賦予學生擁有較以往更多的自主性與主控權，因而，激發學生主動學習的態度，對學生在遠距教學中之學習成效，實有莫大影響。目前，有越來越多的聲浪建議將數位式學習遊戲納入遠距教學的應用當中，旨在促進學習者之學習動機，以期能夠激發學習者更主動地學習。根據過往的研究文獻指出，決定遊戲是否能夠使學生提高學習動機的一個很重要關鍵在於，學生是否能在遊戲過程中感到愉悅。 因此，本研究之目的在於發展並測試一套以測量「數位學習遊戲帶給學習者的愉悅程度」為基礎的評估工具，本研究稱之為「數位學習遊戲中學習者愉悅程度量表」，研究分兩階段進行，第一階段是建構量表內容，第二階段是測試量表的信效度。 在第一階段中，研究者收集以往國內外有關「數位教育遊戲設計與應用」、「數位教育遊戲評估」、「遊戲中玩家愉悅」等主題之相關文獻並彙整分析，且透過與指導教授的討論並由指導教授擔任內容效度的審查人員，進行量表內容的評估以確立量表的內容效度，初步建立之量表涵蓋八個構面：專注力(8題)、明確的目標(5題)、適時的回饋(6題)、符合學習者技術等級的挑戰(10題)、學習者對遊戲的控制感(9題)、沈浸於遊戲當中(7題)、社交上的互動(6題)、學習成果與獲得知識層級(5題)，全量表共56題。 至於第二階段；本研究在信度方面以內在一致性信度及前測階段之隔週再測信度來檢定，效度方面則以建構效度、效標關聯效度、聚斂與分歧效度以及區辨效度來檢定。以立意取樣方式，並配合使用網路發放問卷的線上填答模式進行資料收集，最後共得166份有效樣本資料做為量表檢測的數據來源。研究結果顯示；在信度方面，全量表的Cronbach’s α係數為0.94，前測階段之隔週再測的類組內相關係數為0.636。在建構效度方面，經因素分析萃取出九個因素共計四十八題，其中經考量而將因素八與因素九合併為同一構面，在量表之所有題項歸類重組後，分別命名為：專注力(六題)、明確目標(四題)、適時回饋(五題)、挑戰性(六題)、控制感(七題)、沈浸(七題)、社交互動(六題)及學習成效(七題)，此八個構面可解釋的變異量為70.863%。另外，以整體愉悅感受測試效標效度，顯示有顯著相關(r = 0.548 ; p < 0.01)，量表之聚斂效度係數介於 0.446 至 0.812 ，達顯著相關( p < 0.01)，且分殊效度不錯。在區辨效度方面，由於不同種類之樣本(不同遊戲之受測者)彼此數目差異太大，因而，不同受測遊戲之受測者的愉悅程度，經分析結果顯示並無顯著差異(F(3, 162 ) = 0.818 ; p < 0.01)。 本研究發展之「數位學習遊戲中學習者愉悅程度量表」，可做為「遊戲設計」、「教學應用」與「使用者學習」此三階段中預測與衡量「遊戲帶給使用者愉悅程度」的評估工具。此外，研究結果也可做為介入性措施研究時介入方案設計之參考依據。

本研究旨在使用後設分析方法探討我國校長課程領導與教師教學效能之關聯性。藉由2002年至2012年間研究此兩變項相關之15篇博碩士論文的研究數據進行後設分析，討論兩變項整體相關性以及細部跨變項的相關性。並投入性別、服務年資、學歷、是否兼任行政職務、學校層級及研究地區等特徵，探討其在校長課程領導與教師教學效能關係中是否具有調節作用。本研究主要發現：（一）整體校長課程領導與整體教師教學效能之間具有正向的相關性。（二）整體校長課程領導與教師教學效能細部構面間皆有正向相關性。（三）整體教師教學效能與校長課程領導細部構面間皆有正向的相關性。（四）校長課程領導與教師教學效能各細部構面間具有正向的相關性。（五）新進教師比與研究所學歷比在校長課程領導與教師教學效能間具有調節作用。（六）性別比、兼任行政職務比、學校層級及研究地區在校長課程領導與教師教學效能間不具有調節作用。 最後，依據研究結論針對實務及後續研究提出參考。 / The main purpose of this study is to conduct a meta-analysis on the relationship between principal curriculum leadership and teacher teaching effectiveness. The research data were collected from 15 independent doctoral or master theses on the relationship between these two variables, all of which were published during 2002-2012. The study discusses the relationship between two variables and each variable between the sub-variables. The study also discusses whether variables moderate the relationship, including gender, working years, education background, administration affairs, school levels and the research location. 　　The main findings of this study are: (1)There is a positive relationship between principal curriculum leadership and teacher teaching effectiveness. (2)There are positive relationships between principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (3)There are positive relationships between the sub-variables of the principal curriculum leadership and the teacher teaching effectiveness. (4)There are positive relationships between the sub-variables of the principal curriculum leadership and the sub-variables of the teacher teaching effectiveness. (5)The percentage of newly-employed teachers and the percentage of teachers with masters or higher degree are found the significant moderators between principal curriculum leadership and teacher teaching effectiveness. (6) The gender-ratio, teacher-as-administrator ratio, the school levels and the location are found not the significant moderators between principal curriculum leadership and teacher teaching effectiveness. The researcher provides suggestions for future research and practice according to the findings.