A Study on the Relationships among Chinese Character Conceptions, Teaching strategies for Character Recognition, and Teaching Efficacy of Elementary School Teachers

• Main Authors: Ching-Ling Chiu, 丘慶鈴
• Other Authors: 蘇伊文
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/36799980272972745529

博士 === 國立臺中教育大學 === 語文教育學系碩博士班 === 101 === This study aims to explore the theoretical foundations, implementation and relationship among elementary school teachers’ knowledge in Chinese character conceptions, teaching strategies for character recognition, and teaching efficacy. The method adopted in this study includes questionnaire survey and in-depth interviews. 571 questionnaires are delivered and 501 of them were valid. The response rate is 91.3%. The data are analyzed by descriptive statistics, t-test, one-way ANOVA, canonical correlation and stepwise multiple regression analysis. The conclusions of this study are as follows: 1. Generally, the knowledge of Chinese character conceptions, teaching strategies for character recognition, and teaching efficacy of elementary school teachers are fine. 2. Different personal backgrounds of elementary teachers often influence their knowledge in Chinese character conceptions, teaching strategies for character recognition, and teaching efficacy. 3. Positive correlations among the relationships of Chinese character conceptions, teaching strategies for character recognition, and teaching efficacy of elementary teachers have been demonstrated. 4. It is significantly shown that Chinese character conceptions and teaching strategies for character recognition of elementary teachers can predict their teaching efficacy. Finally, some suggestions based on above research findings are made to educational authorities, institutions for teacher education, elementary school authorities and teachers, and the future interested researchers.