A Study of Junior Hight School Math Teachers in 12-Years Public Education on the Multiple Assessments Ideology Cognition and Strategy cognition - Take Central Taiwan as an Example

• Main Authors: Kai Yuan Cheng, 鄭凱元
• Other Authors: Chin Wen Liao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/46606121626519463719

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === The purpose of this study was to explore the differences on Multiple Assessments Ideology Cognition and Strategy Cognition of Junior High School Mathematics Teachers in 12-Years Public Education based on individual and school backgrounds.Questionnaire survey method was established after thoroughly literature reviewing.The samples were Junior High School Mathematics Teachers in Central Taiwan.The collected data was analyzed by statistical methods of descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparsion.The following conclusions and were made in accordance with the results of the analysis: 1.Junior High School Mathematics Teachers have higher Ideology Cognition on general and common Multiple Assessments. 2.Junior High School Mathematics Teachers have higher Strategy Cognition on Multiple Assessments identity from others. 3.As to variables about teachers’ background,the major in mathematics have higher Ideology Cognition on general and common Multiple Assessments. 4.As to variables about teachers’ background,the major in mathematics have higher Strategy Cognition on Multiple Assessments identity from others. 5.Junior High School Mathematics Teachers in Changhua have the lowest cognition on Multiple Assessments. 6.Junior High School Mathematics Teachers teacher with Evaluation for Professional Development have higher Strategy Cognition on Multiple Assessments.