| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 95 === A Study of Elementary School Teachers’ Knowledge and Competence, Dilemmas, and Coping Strategies in Mandarin Chinese Multiple Assessments.
Abstract
The purpose of the study is to explore the present situation of elementary school teachers’ knowledge and competence, dilemmas, and coping strategies in mandarin Chinese multiple assessments. Using the researcher’s self-designed research tool, the researcher conducted a questionnaire survey with 775 mandarin Chinese teachers. Descriptive statistic, t-test, one-way ANOVA , Pearson’s product-moment correlation are used to analyze the data collected from the surveys. After analyzing the survey data, the researcher interviewed ten teachers further for the purpose of confirming the results of the survey study. Based on the results of empirical study, this paper draws the following conclusions:
1. The average performance of the multiple assessments knowledge and competence among elementary school teachers is above medium level. The category of “cognitive notion” scored highest. In demographic category, teachers who are older, having more teaching experiences, holding an additional administrative post, receiving more assessments trainings, teaching in Kaohsiung scored higher.
2. The whole status quo of dilemmas is about medium level. The category of “administrative system” scored highest. Background variables analysis further, teachers who are younger, of male sex, lacking assessments trainings, teaching in Kaohsiung prefecture are more sensitive to the dilemmas in implementing multiple assessments.
3. The whole status quo of coping strategies is above medium and at higher level. The category of “sources and co-ordination” scored highest. Background variables analysis further, teachers who are holding an additional administrative post, receiving more assessments lessons, school scales (25-40 classes), teaching in Kaohsing prefecture demonstrated more needs for coping strategies.
4. The multiple assessment knowledge and competence and dilemmas are significant negatively correlated. Dilemmas and coping strategies are significant positively correlated.
5. Finally, based on the results of this study, this paper made the following suggestions:
(1) Educative administration organizations should nourish teachers’ multiple assessment knowledge and competence, should actively work out coping strategies, alleviate teachers’ workloads, and establish multiple-assessment supporting systems.
(2) Schools should establish a “leaning mechanism”, host mandarin multiple assessment trainings, and actively support and propagandize multiple assessments.
(3) Teachers should equip themselves with multiple assessment knowledge and competence, plan implementing multiple assessments, and cooperate implementing multiple assessments with others.
Key words: Mandarin Chinese Multiple Assessments, Multiple Assessments knowledge and competence, Multiple Assessments implementing dilemmas, Multiple Assessments coping strategies
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