A Study of Junior School Math Teachers’ Teaching Beliefs and Teaching Behaviors after the Implementation of the 12-Year Compulsory Education- Using Central Taiwan as an Example

• Main Authors: Li-Chiu Chang, 張麗秋
• Other Authors: Chin-Wen Liao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/6eyc2b

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 102 === This study aims to explore junior school math teachers’ teaching beliefs and their teaching behaviors after the implementation of the 12-year compulsory education, as well as the correlation of their teaching beliefs and teaching behaviors, in order to understand the teachers’ application of their teaching beliefs in their teaching behaviors. The research tool was the self-developed “Junior high school math teachers’ teaching status after the implementation of the 12-year compulsory education”. A questionnaire survey was conducted on junior high school math teachers in central Taiwan, including Taichung City, Changhua County, Yunlin County and Chiayi Country. By stratified random cluster sampling, a total of 400 questionnaires were distributed, and 342 samples were retrieved. After eliminating the invalid samples, there were 333 effective samples, with a valid return rate of 83.25%. The data were analyzed using SPSS. The findings are as follows: 1.The junior high school math teachers without a mathematics degree are significantly higher than the math teachers with a mathematics degree in “differentiated instruction”, “multiple assessments”, and the overall teaching beliefs. 2.The junior high school math teachers of “ability grouping” classes are higher than those of regular classes in “effective teaching”, “differentiated instruction”, “multiple assessments” and the overall teaching behaviors. 3.The teaching beliefs and teaching behaviors of junior high school math teachers show highly positive correction. Finally, based on the results, the suggestions are proposed for the reference of educational authorities, schools, math teachers, and future research.