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E88014
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師資培育多元化後後師大生與教育學程學生實習表現之比較研究
The Research of Comparison of Practice Display the Normal University\'s Students and Another University\'s Education Students the New Teacher Development System Using
1.蔡芸
1.Yun Tsai
1.中山醫學院通識教育中心
1.Faculty of General Education, Chung Shan Medical and Dental College
001,002,003,004
1.中山醫學院通識教育中心
1.Faculty of General Education, Chung Shan Medical and Dental College
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):1998-08-01
A.14 計畫執行期間(訖):1999-07-31
1999-03-011999-06-30
A.16 收到日期:1999-11-02
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八十七年度在中等學校教育實習的實習教師

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實習教師:597 實習教師之輔導教師:184


597
001,002,003
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C.2 聯絡日期:1999-11-02
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1.中山醫學院通識教育中心
1.Faculty of General Education, Chung Shan Medical and Dental College
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C.7 資料公開日期:1999-08-01
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008
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1.比較研究
2.師資培育
3.師範教育
4.教育實習
5.教育學程
6.教師評鑑
7.實習表現
8.實習教師
1.Comparative Study
2.Education Practicum
3.Educational Program
4.Practice Performance
5.Practice Teacher
6.Teacher Education
7.Teacher Evaluation
8.Teacher Preparation
新師資培訓制度下的學生,於民國 八十五年下半年起投身實習學校擔任實習老師,而舊師資培育制度下的學生,亦均於八十六學年度畢業,是以八十七學年度起,師大學生亦將因應新師資培育法,開 始投身實習學校擔任實習教師,去除「先任用,後辦證」、「實習即就業」的情形,與教育學程的學生一樣適用新師資培育法,依新訂的「檢定與實習辦法」覓校實 習,並接受實習輔導教師的指導,以及各種考核。 「實習」是新師資培育之重點,尤其在初檢、複檢已淪於檢覈的關鍵時段。教師在實習的階段中,受到職前教影響相當大,但是在實習的過程中,所學到的教學經驗 和身教言教、教育專業等更是影響深遠。是以,比較同在師資培育多元化後的師大生和教育學程學生之實習表現,確可明瞭知悉師資素質是否有予提升。 本研究主要目的在於發展我國中等學校實習教師實習表現評鑑量表之評鑑項目,和給實習教師問卷調查、訪談(訪談中亦包含實習輔導教師、實習指導教師、行政人 員、學者專家)。這份實習表現報告是採用了文獻調查法、問卷調查法和訪談。「中等學校實習教師表現評鑑量表調查問卷」,問卷內容共分成五大類,包括教學、 人際關係、個人表達能力、級務管理、專業發展等,評鑑項目共63題。 研究的主要發現有: 一、現行狀況上: (一)師大生及教育學程學生實習表現均在平均值以上。 (二)師大生及教育學程學生認為定位、自主、公平等三方面需要改進。 二、實習表現方面: (一)二者均認為自己表現大多良好。 (二)在教學方面:師大生重視學科領域內容及有組織的講授課程表現;一般大學教育學程學生則重視讚美和鼓勵,鼓勵學生發問及鼓勵學生有不同看法。而二者較 表現不好的,是安排學生座位及佈置班級。 (三)專業發展方面 師大生重視主動參考科目領域內之相關期刊或書籍等表現,一般大學教育學程學生則重視主動與輔導老師討論或請教經驗,而二者表現較不好的,是主動與大學指導 教授討論或請教他們相關經驗與方法和有關發展教學媒體方面。(四)級務管理方面 師大生重視輔導全班建立秩序法規以及掌握班上出席狀況,一般大學教育學程學生則重視輔導學生遵守教室常規,以及勸告及糾正學生偏差行為。而二者表現較不好 的,是與家長保持聯絡。 (五)人際關係方面師大生及一般大學教育學程學生在實習表現上均能做到「建立和諧的師生關係」、「建立和諧的同事關係」,而二者表現較不好的,是與家長建 立良好互動方面。(六)個人表達能力師大生重視良好的口語和肢體語言表達的實習表現,而一般大學教育學程學生則重視良好的口語表達,以及表現適度的幽默感 與親切感,而二者表現較不好的則為應用合理的肢體語言表達對學生的鼓勵與關心。 三、師大生、教育學程實習教師之比較差異除了在「級務管理」整體實習表現評估上,二者並無顯著差異外,其餘如「教學」等五大方面實習表現上等皆有顯著差 異。 四、分析個人背景對變對師大生、教育學程實習教師實習環境評估之關係 五、分析實習學校背景變項對師大生、教育學程實習教師實習環境評估之關係 另並針對教育行政單位、師資培育單位、實習學校單位以及實習教師作出數項改進建議。

The students of the new teacher develoment system have practice at practice school since Fall of 85 year,the students of the old teacher development systems also graduated in 86 year There fore, from 87year, Normal university*s students also start practicing at practice school according to the new teacher development system , eliminating the condition of \"employ first, then certify\" \"practice means employment\" The students of Normal University\'s follow the new system , look for school to practice according to the new exam and practice method. They accept the direction of the guiding teacher and exams. \"practice\" is the focal point of new systems especially when first exam and second exam equal to the examination. Teachers are influenced by the pre-employment educations very much , but they are influenced more by the teaching experience personal example and educational profession . So , by comparing the practice results of Normal University\'s students and another university\'s education students , we can know if the teacher\'s quality improve or not. The main purpose of this study is to develop the evaluation checklist of preservice teacher practice display in secondary school, and give question survey to those preservice teacher . the practice display evaluation report of preservice teacher is established based on the study result questionnaire and interview. The questionnaire for secondary school preservice teacher evaluation checklist comprised five parts: (1) instructional skill; (2) Personal relationship; (3) Communicational skill; (4) Class management; (5) Professional development, with 63 items totally. The major findings of this study are: A.Present condition: (a)Normal University\'s students and another university\'s education students have above average numbers in their display of \"practice\". (b)Normal university\'s students and another university\'s education students find the three areas :self-placement, independence , and fairness, all need improvement. B.Display in \"Practice\" (a)Both student groups thinks they did quite well, (b)Area of Instructional skills : Normal University\'s students care about academic field instructions and teaching courses with organization . General University\'s education students weigh more on compliments and motivation, encouraging students to raise questions and their different views. Both groups displayed lower marks in arranging student seating and decorating the classroom. (c)Professional Development Normal University\'s students actively research related journals and books in their course field. General University\'s education students actively seek advising teachers for discussion and their experience. Both groups did not so well in actively seeking university professors for their experience and discussion, as well as academic media about development. (d)Class management: Normal University*s students advise class to establish order and rules as well as controlling class attendance. General University\'s education students advise their students to obey class rules , also advising and correcting wrong behavior in their students . Both groups did not so well in staying in touch with parents. (e)Personal Relationship: Normal University\'s students and Another University\'s education students in their \" Practice \" both achieved \" Establishment of Peaceful Teacher-Student relationship \" and \" Establishment of Peaceful Collegue to Collegue relationship\".Both groups did poor in area of establishing good active communication relationship with parents. (f)Personal Communicational skills: Normal University*s students care about good oral and body language and their display in \"practice\" . But Another University\'s education students care also about oral language communication as well as good level of humor and familiarity. Both groups did not so well in using reasonable body language to show encouragement and caring for their students. C、The comparision of Normal University and another university student as teachers in \"practice\" : Except in \"Class Management\", the practice display as a whole did not have much obvious difference . There are many differences in other areas such as \"Instructional skills\". D、Analysis of personal background of Normal University\'s student and another university\'s education students and their relationship to their \"Practice\". display assessment. E、Analysis of background of school of \" Practice \" in relationship to their assessment of \"Practice\" display . Also, targeting the academic administration department, Department of teacher training, Department of \"Practice\" schools, and other \"Practice\" teachers for several advice for improvement.

D.16 完成檢誤日期:0000-00-00
D.17 預定釋出日期:2000-07-04
D.18 初次釋出日期:2000-07-04
D.19_1 最新版釋出日期:2000-07-04
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10.6141/TW-SRDA-E88014-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E88014
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