碩士 / 靜宜大學 / 教育研究所 / 102 / The current study aimed to investigate elementary school teaches’ teaching competence and in-service needs of life education. Two constructs, including “Aspects that teachers deem important” and “Aspects that teachers perceive to understand”, were employed to design the “Questionnaire of elementary school teaches’ teaching competence and in-service needs of life education”. Stratified random sampling was utilized to select samples from elementary school teachers in the sea coast area in Taichung City. A total of 492 valid questionnaires were collected. Data analyses included descriptive analysis (such as frequency distribution, mean score, standard deviation, percentile, or ranking), Independent-Samples t-test, One-way ANOVA, Scheffé's method, Importance-Performance Analysis (IPA). The results revealed that:
1. The top five content knowledge of life education that elementary school teachers deemed important was respectively as follows: (1) competence that enhances emotional health, (2) self-pursuit and inquiry into life meaning, (3) learn to lead a health promoting lifestyle, (4) capability and method of moral judgment, and (5) philosophies and practices of grief counseling.
2. The teaching strategy and technique of life education that elementary school teachers deemed the most important was the selection and ascertainment of teaching contents and teaching goals of life education.
3. Significant differences in the importance of constructs (i.e., personality integrity and spiritual development, teaching strategies and techniques, and religions and life) were found among elementary school teachers of different genders, ages, and religious beliefs.
4. The top five content knowledge of life education that elementary school teachers perceived to understand was respectively as follows: (1) self-pursuit and inquiry into life meaning, (2) competence that enhances emotional health, (3) the relationship between values and life, (4) learn to lead a health promoting lifestyle, and (5) the relationship between the society and life.
5. The teaching strategy and technique of life education that elementary school teachers perceived to understand the best was the selection and ascertainment of teaching contents and teaching goals of life education.
6. Significant differences in the six constructs of teaching competence of life education were found among elementary school teachers of different genders, ages, religious beliefs, and research hours.
7. The priorities of in-service training needs for content knowledge of life education were respectively as follows: (1) philosophies and practices of grief counseling, (2) philosophies and practices of terminal care, (3) the development and education of cognition of and attitude towards death, (4) the relationship among moral practice, philosophy of life, and world view.
8. The first priority of in-service training needs for teaching strategies and techniques of life education was the theme-based integrated teaching method.
9. Significant differences in the four constructs of in-service training needs (i.e., concerns of life and death, ethics and life, personality integrity and spiritual development, and teaching strategy and technique) were found among elementary school teachers of different genders, ages, positions, and research hours.
Based on the results of this study,suggestions for the educational administration, the schools,the school administrative personnel, the teachers,and future researchers were proposed.
| Identifer | oai:union.ndltd.org:TW/102PU000576019 |
| Date | January 2014 |
| Creators | Wan-Yu Tung, 童宛玉 |
| Contributors | Ching-Ching Cheng, 鄭青青 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 147 |
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