| Summary: | 碩士 === 一貫道天皇學院 === 一貫道學研究所 === 105 === This study aims to investigate the current status and the relationshiop of teacher’s teaching belief and students’ learning outcome in TianYiGong of BaoGuangJianDe, comparing the differences of teacher’s teaching belief and student’s outcome among teachers and students with different background variables, and explore the related situations and influences between teacher’s teaching belief and students’ learning efficiency.
The research adopted the method of questionnaire survey and the research participants are the teachers and students, who teach and learn in TianYiGong of BaoGuangJianDe. Parents will also be involved as a research participant to observe the class. The research tool is the questionnaire of Teacher’s Teaching Beliefs and Learning Outcome of Chinese Classic Reading in TianYiGong of BaoGuangJianDe created by the searcher. 150 valid questionnaires were returned by teachers, parents and students. Data analysis, such as descriptive statistics, t-test, one-way ANOVA, Scheffé post hoc analysiss method, Pearson’s correlation analysis and stepwise multiple regression analysis, was carried out using statistical software pachage SPSS 17.0 for windows. Based on the significant difference of each result, interview was carried out for further details.
The results are as follows:
1.Teachers hold positive teaching beliefs, especially in “Chinese Classics View”.
2.Studetns hold positive outcome, especially in “Personality Behaviour”.
3.The better teachers’ teaching belief is, the better learning outcome students has.
4.Teachers’ teaching beliefs significantly predict teaching quality. Especially, the influences on teaching quality, from the highest to the lowest, are “motive”, “ideal teaching resources”, “teaching environment”, and “evaluation.” Teaching quality positively influences “personality behaviour” and “learning ability.” Also both “teaching quality” and “personality behaviour”positively influence “parent-child relationship.”
5.Teachers with low education level (under secondary school) have a higher “classic reading” belief than those with high education level (above secondary level) ； also, teachers who joined teaching training more than twice have a higher “classic reading” belief than those who joined teaching training fewer times.
6.Students who attended classic reading classes for more than 1.5 hours have higher “learning ability” than those thwo did for less time.
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