A Study on Instructional Innovation Behavior of the Junior High School Teachers in Integrative Activity Learning Area

• Main Authors: Yu, I-Sang, 游弋姍
• Other Authors: 魏慧美
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/78327020122642055068

碩士 === 國立高雄師範大學 === 教育學系 === 95 === The purpose of this study was to investigate and understand the relationship between the intrinsic motivation and behavior of instructional innovation on junior high school teachers in Learning Area of Integrative Activity. To achieve this goal, the author adopted the questionnaire survey as our primary method, and semi-structured interview as secondary. In the questionnaire survey part, the author utilized “the intrinsic motivation of instructional innovation scale” and “the behavior of instructional innovation scale, and took 362 teachers in Learning Area of Integrative Activity from 81 junior high schools in Taiwan as effective samples for analyzing. In addition, the author interviewed 3 teachers who have shown excellent performance of instructional innovation in Learning Area of Integrative Activity. The strategies of data analysis used in this study included typical statistical methods, t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis method etc. Main conclusions of this study were as follows: 1. The intrinsic motivation of instructional innovation on junior high school teachers in Learning Area of Integrative Activity were above the median. 2. The whole instructional innovation behavior of junior high school teachers in Learning Area of Integrative Activity were above the median. 3. The beginning teachers tended to stronger degree of intrinsic motivation of instructional innovation. 4. Beginning teachers, ordinary teachers that not assigned administrative supervisory, and teachers who have two or above specialties have shown greater degree of instructional innovation behavior. 5. Teachers whoever served in small-scale schools, adopted interdisciplinary-teaching, or held a research meeting of learning field every two weeks, have shown greater degree in some aspact of instructional innovation behavior. 6. In every aspects of instructional innovation behavior, teachers belong to high-performed group performed significantly higher than low-performed ones. 7. The relationship between intrinsic motivation and behavior of instructional innovation is highly positive. 8. The intrinsic motivation of instructional innovation could be effectively used to predict teacher instructional innovation behavior. 9. Teachers who have shown excellent performance of instructional innovation had the courage to accept the challenges, the openness to experience, and experienced the flow experience. 10. Teachers who have shown excellent performance of instructional innovation were well-prepared for vivaciously and lively teaching activities, and adopted the multiple evaluation. 11. Teachers who have shown excellent performance of instructional innovation paid much attention to the feedback and the introspection from students, colleagues, and oneself. Based on the conclusions above, the author hoped this study can provide some suggestions to junior high school teachers in Learning Area of Integrative Activity, educational authorities, and the future research.