A study on the relationship between the teaching beliefs of Chinese teachers and the learning achievements of the new immigrant children in junior high schools in Changhua country

• Main Authors: Mei-Hsien Chen, 陳梅仙
• Other Authors: Mei-Hui Lin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/92324815231334777450

碩士 === 明道大學 === 課程與教學研究所 === 100 === The purpose of the study is to explore the relationship between the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children in junior high schools in Changhua. Therefore, the study refers conclusions and suggestions by analyzing the data of the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children. Questionnaire survey was adopted in this study and the sample survey was used under the way of stratifying sampling. The title of the questionnaire is “questionnaire of teaching beliefs” and “questionnaire of Chinese learning achievement of new immigrant children.” The experiment participants were 201 Chinese teachers in junior high schools in Changhua . The data was analyzed by SPSS Statistics 12.0 . The data then were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s correlation, and multiple regression. The results of the study are as follows: First, the teaching beliefs of Chinese teachers in junior high school in Changhua are inclined to the progressive approach, and their teaching beliefs is above average. Second, the Chinese learning achievement of new immigrant children is middle achievement and the average of t score is 51.12. Third, the teaching beliefs of Chinese teachers in junior high school in Changhua are significant difference because of the location of school, size of school, but there are no significant difference for sex, age, years of teaching, educational background, and position. Fourth, there are no significant correlation between the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children in junior high schools in Changhua. Fifth, the teaching beliefs of Chinese teachers couldn’t predict the Chinese learning achievement of new immigrant children in junior high school in Changhua.