高雄市國小教師對才藝教育價值的認知與學齡兒童參加才藝班的態度之相關研究

• Main Authors: SU-WEN YOUNG, 楊淑雯
• Other Authors: 林生傳
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/17073353406698270883

碩士 === 國立高雄師範大學 === 教育學系 === 93 === Abstract The purposes of this study are to investigate primary school teacher’s perceptions of talented education, and how they react to school-aged children’s participation on after-school talented activities. With this investigation, the researcher can get further understanding of how school children of primary school teachers in Kaohsiung City take part in after-school talented activities. The researcher adopted survey research in this study, proceeding with questionnaires. (Primary school teachers’ perceptions of talented education are to their attitudes toward school-aged children participation on after-school activities.) The objects of this study are 6034 certificated teachers teaching at one of eighty-seven primary schools in Kaohsiung City during 93rd-session. Intern or acting teachers are not included. The researcher took 25 schools with 675 units of questionnaire. 600 units were returned, with 559 units valid and 41 invalid. The valid return rate was 82.81%. The results are shown as below. 1. The perceptions of talented education are approved, especially the affective dimension. 2. Primary school teachers have needs above average for their children participating in after-school talented activities. 3. Children’s interest is the first reasons among all for participating in after-school talented activities. 4. The selection of the type of activities accommodates to the trend of society. 5. Parents’ attitudes, children’s interests, and teachers’ abilities are top priorities. 6. Parents play an important role for their school-aged children to participate in the activities, and they should show their concerns properly. 7. Nine tenths of teachers’ children participate in these activities, and the result is positive in average. 8. There is almost no deviation for teachers with different background to recognize the perceptions of talented education. 9. Teachers with different background react differently to children’s learning. 10. With different perceptions of talented education, some of the teachers’ attitudes for children in the activities are different. 11. Teachers’ concerns to different degrees will influence the learning result of the children. 12. The better the approval of the perceptions of talented education is, the better the learning results will be.