國小教師的任務價值、教學風格與家庭作業類型之關係研究

• Main Authors: Chen Pei ying, 陳姵穎
• Other Authors: 李宜玫
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/79193653724915193990

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 97 === This study was aimed to understand the correlation between task value, teaching style, and types of homework given among elementary school teachers in Taipei; and also trying to prove whether the types of homework assigned by the teacher was influenced by teacher’s task value and teaching style. Questionnaires were given to elementary schools teachers in Taipei area, and stratified and purposive sampling are used in this study. A total of 301 valid questionnaires, 76 males and 225 females, were received. Methods used in this study were the ”Homework Task Value Scale”, “Homework Inventory Survey”, and “Teaching Style Scale”, designed by Shu-hwa Hsu (2002). Descriptive statistics, t testing, one-way ANOVA were used in information analysis, then through hierarchical regression analysis to prove the mediating effect of task value. The results were as followed: 1. Homeroom teachers of elementary schools in Taipei area would considered the “attainment/utility values” components the highest in evaluation; and as in teachers’ teaching behavior, they often used knowledge that’s related to “students’ experience”, and when designing homework, often designed work that promotes students’ knowledge ability development and static operational homework. 2. Task value was the mediating variable between teaching style and types of homework given; attainment/utility values was the mediating variable between teacher’s teaching style and knowledge ability development; interesting value and cost were the mediating variables between teaching style and character education; and attainment/utility values was the mediating variable between teacher’s teaching style and static operational homework. At last, based on the above conclusions, this study brought up some discussion and related proposals, hoped to give future researchers, educational units, and teachers as reference.