A study of relationship between Mandarin Chinese Teachers’ Teaching Beliefs and Their Teaching Behaviors in Ping Tung .

• Main Authors: Chi-ting Wu, 吳紀廷
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/71649662625486222725

碩士 === 國立屏東教育大學 === 華語文教學碩士學位學程 === 99 === The purpose of this study is to investigate the current condition and the relevance of Mandarin Chinese education teaching beliefs and their teaching behaviors by teachers in schools and how they are different with environment variables. In order to reach the study purpose, this study chose interview and survey method: “The Questionnaire of Mandarin Chinese Teaching Beliefs and Mandarin Chinese Teaching Behaviors” developed by the researcher. The study objects were the Mandarin Chinese teachers in Ping Tung County. The effective samples are 73 in total. According to the result of the questionnaire﹐the following conclusions are gained by descriptive statistics, Pearson’s product-moment correlation method, and the regression analysis in multiple steps. Based on the result of the analyzed data﹐conclusions are drawn as follows： 1.Mandarin Chinese teachers’ beliefs in Mandarin Chinese teaching were constructive, especially in beliefs of curriculum and teaching material. 2.Mandarin Chinese teachers’ behaviors in Mandarin Chinese teaching were well in every aspect, especially in teaching assessments. 3.Female teachers were better in beliefs of Mandarin Chinese teaching curriculum and material and teaching practice than males teachers. 4.Female teachers were better in behavior of whole aspects than male teachers. 5.Young teachers were better in beliefs of wholes aspects and teaching practice than old teachers. 6.Old teachers were better in behaviors of whole aspects , curriculum and material and teaching practice than young teachers. 7.The teachers graduated in the common colleges’ education course and teachers’ training class were better in whole aspects of Mandarin Chinese teaching beliefs and behaviors than those who graduated from the pedagogical colleges and universities. 8.Senior teachers were better in whole aspects of beliefs than junior teachers. 9.Senior teachers were better in behaviors of whole aspects , curriculum and material and teaching assessments than junior teachers. 10.The teachers participated in Mandarin Chinese curriculum and study were better in whole aspects of Mandarin Chinese teaching beliefs and behaviors than those who have no specialized background. 11.The higher Mandarin Chinese teachers’ teaching beliefs are, the better teaching behaviors’ performances are. 12.Mandarin Chinese teachers’ beliefs have the influence to the Mandarin Chinese teaching behaviors.