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題名 幼兒園差錯管理氛圍對教師創新教學的影響：以基本心理需求為中介變項
Impact of Kindergarten Error Management Atmosphere on Teachers’ Innovative Teaching: The Mediating Effect of Basic Psychological Needs作者 王晶
Wang, Jing貢獻者 吳政達<br>郭昭佑
王晶
Wang, Jing關鍵詞 差錯管理氛圍
基本心理需求
創新教學
幼兒園教師
Error management atmosphere
Basic psychological needs
Innovative teaching
Kindergarten teachers日期 2022 上傳時間 2-十二月-2022 16:41:10 (UTC+8) 摘要 為探討幼兒園差錯管理氛圍、教師基本心理需求與創新教學之間的關係。研究運用問卷調查法，以江蘇、吉林、河南等地區的561名幼兒園帶班教師為研究對象。調查問卷回收後通過SPSS20.0與Amos24.0等統計軟體的統計分析功能對有效問卷的結果進行統計分析。研究結果顯示：一、目前幼兒園差錯管理氛圍的發展現狀良好，並以「差錯思考」為最佳；二、目前幼兒園教師基本心理需求的滿足現狀良好，並以「關係需求」為最佳；三、目前幼兒園創新教學的現狀良好，並以「心胸開闊」為最佳；四、背景變項在幼兒園差錯管理氛圍、教師基本心理需求與創新教學構面上的差異情形；五、幼兒園差錯管理氛圍、教師基本心理需求與創新教學彼此之間為顯著正相關的關係；六、幼兒園差錯管理氛圍顯著正向預測創新教學，並以基本心理需求為中介變項影響創新教學。最後，根據研究結果提出相關教育建議。為提高教師的創新教學水準，幼兒園管理者應創設良好的差錯管理氛圍，滿足教師的基本心理需求。
This thesis explores the impact of kindergarten error management atmosphere and teachers’ basic psychological needs on innovative teaching. 561 kindergarten teachers in Jiangsu, Jilin, Henan Provinces are selected as the research objects. The valid questionnaires are analyzed through softwares such as SPSS20.0 and Amos24.0. The results indicate that:1. The kindergarten error management atmosphere develops well, with the "reflecting errors" the best.2. The basic psychological needs of kindergarten teachers are met, with the "relationship needs" the best.3. The innovative teaching in kindergartens develops well, with the "open mind" the best.4. The background variables of kindergarten error management atmosphere, teachers’ basic psychological needs and innovative teaching are totally different.5. There is a significant positive correlation between kindergarten error management atmosphere, teachers’ basic psychological needs and innovative teaching.6. The kindergarten error management atmosphere not only positively predicts innovative teaching, but also influences teachers’ innovative teaching through the mediating role of basic psychological needs.From the results of the study, the thesis points out that to enhance teachers’ innovative teaching, kindergarten managers should actively create a good error management atmosphere through meeting teachers’ psychological needs.參考文獻 壹、中文部分王玉峰、劉萌、王樹進（2019）。組織創新導向對研發人員創新績效的影響-創造力與差錯管理氛圍的作用。技術經濟，38（1），9-18。王重鳴、洪自強（2000）。差錯管理氣氛和組織效能關係研究。浙江大學學報(人文社會科學版)，30（5），114-119。王重鳴、郭維維、Frese M、Rauch A（2008）。創業者差錯取向的績效作用及其跨文化比較。心理學報，40（11），1203-1211。王惠敏、盧城（2015）。中學教師基本心理需求的滿足及其與工作投入的關係。校園心理，13（5），325-327。王豔子（2018）。教練型領導對員工創新行為的影響: 差錯管理氛圍的跨層次效應。科學學與科學技術管理，39（8），115-129。李永娟、徐媛媛、袁瀟（2016）。目標取向對員工創新行為的影響機制研究-基於隱性知識共享行為的視角。北京工商大學學報: 社會科學版，31（4），108-115。李江濤、王亮（2018）。包容型領導對商業模式創新的影響-差錯管理氛圍與即興行為的中介作用。中國科技論壇，（2），128-135。李敏（2014）。中學教師工作投入與基本心理需求滿足關係研究。教師教育研究，26（2），7。李憶、馬莉、袁志會、苑賢德（2013）。差錯管理氣氛對雙元創新的影響-知識轉化的中介作用。現代管理科學，（8），112-114。阮國祥（2017）。建築企業差錯管理氛圍對員工安全行為影響研究。中國安全科學學報，27（1），140-145。宋君、李雪、張昕怡（2020）。差錯管理氛圍與員工創造力的關係研究綜述-以工作自主性為中介變數。經濟研究導刊，435（13），111-112+118。吳宗立、徐久雅（2010）。屏東縣國小教師教學快樂感與創意教學關係之研究。教育理論與實踐學刊，（22），29-61。汪羅（2015）。麥克利蘭: 成就動機理論創始人。當代電力文化，（5）: 86-87。林生傳（2003）。教育研究法：全方位的統整與分析。台北市：心理。林偉文（2006）。樂在其中的創意教師：國民中小學教師教學福樂經驗與創意教學之關係。國立台北教育大學學報，19（2），111-128。周暉、夏格、鄧舒（2017）。差錯管理氣氛對員工創新行為的影響-基於中庸思維作為調節變數的分析。商業研究，（4），115-121。侯浩翔（2018）。校長領導方式可以影響教師教學創新嗎-兼論學校組織創新氛圍的中介效應。教育科學，34（1），26-32。胡智榮、楊慧婷、田雨琨、趙聰敏、程志輝（2019）。差錯管理氛圍對餐飲服務人員工作投入的影響研究。企業改革與管理，（6），76-78。苗曉娜（2014）。領導風格、差錯取向與員工創新行為關係研究。領導科學，（20），46-48。秦虹、張武升（2014）。創造性教學的本質與特點。教育科學研究，(12)，10-16。孫開宏、季瀏、王春芳（2010）。小學高年級女生體育課中的自主支持感與動機定向之間的關係: 基本心理需要的中介作用。天津體育學院學報，（5），410-413。唐甯玉、張凱麗（2015）。包容性領導研究述評與展望。管理學報，12（6），932-938。陳文沛（2013）。差錯管理氣氛對員工創新行為的影響跨層次模型分析。現代財經: 天津財經學院學報，33（10），121-129。陳聰文、鍾舒萍（2009）。台中市國中教師教學動機、學校組織文化與創意教學關係之研究，東海教育評論，（3），1-42。陳豔、張國兵（2013）。大學生感知教師自主支持與其基本心理需要滿足的關係。四川理工學院學報（社會科學版），28（4）104-107。張偉豪、卓英潔、蘇榮海（2021）。論文寫作不求人。中國石化出版社，108-109，172-173。張劍、張建兵、李躍、Deci E.L（2010）。促進工作動機的有效路徑: 自我決定理論的觀點。心理科學進展，18（5），752-759。張俊(2018)。幼兒園教師從事著創造性的工作。幼兒教育，2018，(16)，11-12。張敏、張淩(2012)。教師創新工作行為與創新氣氛的關係。人類工效學，18（3），1-6。張景煥、劉翠翠、金盛華、吳琳娜、林崇德（2010）。小學教師的創造力培養觀與創造性教學行為的關係: 教學監控能力的中介作用。 心理發展與教育， 26（1），54-58。張僑（2017）。高校教師教學創新能力對教學創新行為的影響-基於創新自我效能感的部分中介作用分析。技術經濟與管理研究，（5），34-38。馮一丹、李愛梅、顏亮、王笑天（2017）。工作時間壓力對主觀幸福感的倒 U 型影響-基本心理需求滿足的中介作用。中國人力資源開發，（8），25-35。黃惠君、葉玉珠（2008）。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理研究，31（2），85-18。溫忠麟、葉寶娟（2014）。中介效應分析: 方法和模型發展。心理科學進展，22（5），731-745。葉平枝、馬倩茹（2012）。2-6歲兒童創造性思維發展的特點及規律。學前教育研究，（8），36-41。楊振芳（2020）。鄉村中小學教師工作激情, 創新自我效能感與教學創新行為的關係研究。基礎教育研究，（7），20-25。楊陳、楊付、景熠、唐明鳳（2018）。謙卑型領導如何改善員工績效: 心理需求滿足的中介作用和工作單位結構的調節作用。南開管理評論，21（2），121-134。趙斌、付正雪（2017）。職場基本心理需求本土化構念與量表開發。管理評論，29（2），143。趙斌、徐璐（2018）。差錯管理氛圍對員工創新行為影響研究-基本心理需求與知識建構的雙路徑作用。經濟經緯，35（2），128-134。趙斌、劉桂霞、宇衛昕、周倩倩（2017）。差錯管理氛圍，工作複雜性對員工創新行為影響的跨層次研究。預測，36（5），15-23。鄭潔、蔡迎旗（2020）。幼兒園環境對教師學習投入的影響: 基本心理需求的中介作用。學前教育研究，（1），54-63。錢月圓、韋雪豔（2017）。中小學差錯管理氛圍與教師創新教學行為的關係研究。教學與管理，（4），21-24。蕭佳純、王佩雯（2016）。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究。教育科學研究期刊，61（2），185-211。謝全文、黃乃熒、吳清山、陳麗珠、王麗雲、王如哲、秦夢群、張德銳、張明輝、林新發、黃宗顯、張鈿富、林明地、湯志民、潘慧玲（2006）。教育行政學：理論與案例。台北市：五南。顧遠東、周文莉、彭紀生（2014）組織創新氛圍，成敗經歷感知對研發人員創新效能感的影響。研究與發展管理，26（5），82-94。貳、英文部分Amabile, T, M. 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國立政治大學
教育學系
108152517資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108152517 資料類型 thesis dc.contributor.advisor 吳政達<br>郭昭佑 zh_TW dc.contributor.author (作者) 王晶 zh_TW dc.contributor.author (作者) Wang, Jing en_US dc.creator (作者) 王晶 zh_TW dc.creator (作者) Wang, Jing en_US dc.date (日期) 2022 en_US dc.date.accessioned 2-十二月-2022 16:41:10 (UTC+8) - dc.date.available 2-十二月-2022 16:41:10 (UTC+8) - dc.date.issued (上傳時間) 2-十二月-2022 16:41:10 (UTC+8) - dc.identifier (其他 識別碼) G0108152517 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/142701 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 108152517 zh_TW dc.description.abstract (摘要) 為探討幼兒園差錯管理氛圍、教師基本心理需求與創新教學之間的關係。研究運用問卷調查法，以江蘇、吉林、河南等地區的561名幼兒園帶班教師為研究對象。調查問卷回收後通過SPSS20.0與Amos24.0等統計軟體的統計分析功能對有效問卷的結果進行統計分析。研究結果顯示：一、目前幼兒園差錯管理氛圍的發展現狀良好，並以「差錯思考」為最佳；二、目前幼兒園教師基本心理需求的滿足現狀良好，並以「關係需求」為最佳；三、目前幼兒園創新教學的現狀良好，並以「心胸開闊」為最佳；四、背景變項在幼兒園差錯管理氛圍、教師基本心理需求與創新教學構面上的差異情形；五、幼兒園差錯管理氛圍、教師基本心理需求與創新教學彼此之間為顯著正相關的關係；六、幼兒園差錯管理氛圍顯著正向預測創新教學，並以基本心理需求為中介變項影響創新教學。最後，根據研究結果提出相關教育建議。為提高教師的創新教學水準，幼兒園管理者應創設良好的差錯管理氛圍，滿足教師的基本心理需求。 zh_TW dc.description.abstract (摘要) This thesis explores the impact of kindergarten error management atmosphere and teachers’ basic psychological needs on innovative teaching. 561 kindergarten teachers in Jiangsu, Jilin, Henan Provinces are selected as the research objects. The valid questionnaires are analyzed through softwares such as SPSS20.0 and Amos24.0. The results indicate that:1. The kindergarten error management atmosphere develops well, with the "reflecting errors" the best.2. The basic psychological needs of kindergarten teachers are met, with the "relationship needs" the best.3. The innovative teaching in kindergartens develops well, with the "open mind" the best.4. The background variables of kindergarten error management atmosphere, teachers’ basic psychological needs and innovative teaching are totally different.5. There is a significant positive correlation between kindergarten error management atmosphere, teachers’ basic psychological needs and innovative teaching.6. The kindergarten error management atmosphere not only positively predicts innovative teaching, but also influences teachers’ innovative teaching through the mediating role of basic psychological needs.From the results of the study, the thesis points out that to enhance teachers’ innovative teaching, kindergarten managers should actively create a good error management atmosphere through meeting teachers’ psychological needs. en_US dc.description.tableofcontents 目 次 V第一章 緒論 1第一節 研究動機與目的 1第二節 研究問題與方法 6第三節 重要名詞釋義 7第四節 研究限制 10第二章 文獻探討 11第一節 差錯管理氛圍概念與相關研究 11第二節 基本心理需求理論及其研究 24第三節 創新教學概念與相關研究 35第四節 變項間關聯性之相關研究 47第三章 研究的設計與實施 52第一節 研究架構與變項 52第二節 研究假設 54第三節 研究對象 55第四節 研究工具 56第五節 資料處理 70第四章 研究結果與討論 73第一節 幼兒園差錯管理氛圍、教師基本心理需求與創新教學的現狀分析 73第二節 不同背景變項在幼兒園差錯管理氛圍、教師基本心理需求與創新教學上的差異分析 85第三節 幼兒園差錯管理氛圍、教師基本心理需求與創新教學的相關分析 102第四節 幼兒園差錯管理氛圍、教師基本心理需求與創新教學的結構方程模式檢驗與中介效應分析 115第五章 研究結論與建議 122第一節 研究結論 122第二節 研究建議 127附錄 146附錄一 幼兒園差錯管理氛圍、教師基本心理需求與創新教學調查問卷-專家內容效度調查 146附錄二 幼兒園差錯管理氛圍、教師基本心理需求與創新教學調查問卷-正式 151 zh_TW dc.format.extent 8025679 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108152517 en_US dc.subject (關鍵詞) 差錯管理氛圍 zh_TW dc.subject (關鍵詞) 基本心理需求 zh_TW dc.subject (關鍵詞) 創新教學 zh_TW dc.subject (關鍵詞) 幼兒園教師 zh_TW dc.subject (關鍵詞) Error management atmosphere en_US dc.subject (關鍵詞) Basic psychological needs en_US dc.subject (關鍵詞) Innovative teaching en_US dc.subject (關鍵詞) Kindergarten teachers en_US dc.title (題名) 幼兒園差錯管理氛圍對教師創新教學的影響：以基本心理需求為中介變項 zh_TW dc.title (題名) Impact of Kindergarten Error Management Atmosphere on Teachers’ Innovative Teaching: The Mediating Effect of Basic Psychological Needs en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 壹、中文部分王玉峰、劉萌、王樹進（2019）。組織創新導向對研發人員創新績效的影響-創造力與差錯管理氛圍的作用。技術經濟，38（1），9-18。王重鳴、洪自強（2000）。差錯管理氣氛和組織效能關係研究。浙江大學學報(人文社會科學版)，30（5），114-119。王重鳴、郭維維、Frese M、Rauch A（2008）。創業者差錯取向的績效作用及其跨文化比較。心理學報，40（11），1203-1211。王惠敏、盧城（2015）。中學教師基本心理需求的滿足及其與工作投入的關係。校園心理，13（5），325-327。王豔子（2018）。教練型領導對員工創新行為的影響: 差錯管理氛圍的跨層次效應。科學學與科學技術管理，39（8），115-129。李永娟、徐媛媛、袁瀟（2016）。目標取向對員工創新行為的影響機制研究-基於隱性知識共享行為的視角。北京工商大學學報: 社會科學版，31（4），108-115。李江濤、王亮（2018）。包容型領導對商業模式創新的影響-差錯管理氛圍與即興行為的中介作用。中國科技論壇，（2），128-135。李敏（2014）。中學教師工作投入與基本心理需求滿足關係研究。教師教育研究，26（2），7。李憶、馬莉、袁志會、苑賢德（2013）。差錯管理氣氛對雙元創新的影響-知識轉化的中介作用。現代管理科學，（8），112-114。阮國祥（2017）。建築企業差錯管理氛圍對員工安全行為影響研究。中國安全科學學報，27（1），140-145。宋君、李雪、張昕怡（2020）。差錯管理氛圍與員工創造力的關係研究綜述-以工作自主性為中介變數。經濟研究導刊，435（13），111-112+118。吳宗立、徐久雅（2010）。屏東縣國小教師教學快樂感與創意教學關係之研究。教育理論與實踐學刊，（22），29-61。汪羅（2015）。麥克利蘭: 成就動機理論創始人。當代電力文化，（5）: 86-87。林生傳（2003）。教育研究法：全方位的統整與分析。台北市：心理。林偉文（2006）。樂在其中的創意教師：國民中小學教師教學福樂經驗與創意教學之關係。國立台北教育大學學報，19（2），111-128。周暉、夏格、鄧舒（2017）。差錯管理氣氛對員工創新行為的影響-基於中庸思維作為調節變數的分析。商業研究，（4），115-121。侯浩翔（2018）。校長領導方式可以影響教師教學創新嗎-兼論學校組織創新氛圍的中介效應。教育科學，34（1），26-32。胡智榮、楊慧婷、田雨琨、趙聰敏、程志輝（2019）。差錯管理氛圍對餐飲服務人員工作投入的影響研究。企業改革與管理，（6），76-78。苗曉娜（2014）。領導風格、差錯取向與員工創新行為關係研究。領導科學，（20），46-48。秦虹、張武升（2014）。創造性教學的本質與特點。教育科學研究，(12)，10-16。孫開宏、季瀏、王春芳（2010）。小學高年級女生體育課中的自主支持感與動機定向之間的關係: 基本心理需要的中介作用。天津體育學院學報，（5），410-413。唐甯玉、張凱麗（2015）。包容性領導研究述評與展望。管理學報，12（6），932-938。陳文沛（2013）。差錯管理氣氛對員工創新行為的影響跨層次模型分析。現代財經: 天津財經學院學報，33（10），121-129。陳聰文、鍾舒萍（2009）。台中市國中教師教學動機、學校組織文化與創意教學關係之研究，東海教育評論，（3），1-42。陳豔、張國兵（2013）。大學生感知教師自主支持與其基本心理需要滿足的關係。四川理工學院學報（社會科學版），28（4）104-107。張偉豪、卓英潔、蘇榮海（2021）。論文寫作不求人。中國石化出版社，108-109，172-173。張劍、張建兵、李躍、Deci E.L（2010）。促進工作動機的有效路徑: 自我決定理論的觀點。心理科學進展，18（5），752-759。張俊(2018)。幼兒園教師從事著創造性的工作。幼兒教育，2018，(16)，11-12。張敏、張淩(2012)。教師創新工作行為與創新氣氛的關係。人類工效學，18（3），1-6。張景煥、劉翠翠、金盛華、吳琳娜、林崇德（2010）。小學教師的創造力培養觀與創造性教學行為的關係: 教學監控能力的中介作用。 心理發展與教育， 26（1），54-58。張僑（2017）。高校教師教學創新能力對教學創新行為的影響-基於創新自我效能感的部分中介作用分析。技術經濟與管理研究，（5），34-38。馮一丹、李愛梅、顏亮、王笑天（2017）。工作時間壓力對主觀幸福感的倒 U 型影響-基本心理需求滿足的中介作用。中國人力資源開發，（8），25-35。黃惠君、葉玉珠（2008）。國中教師教學玩興、教學動機、教學快樂感受與創意教學之關係。教育與心理研究，31（2），85-18。溫忠麟、葉寶娟（2014）。中介效應分析: 方法和模型發展。心理科學進展，22（5），731-745。葉平枝、馬倩茹（2012）。2-6歲兒童創造性思維發展的特點及規律。學前教育研究，（8），36-41。楊振芳（2020）。鄉村中小學教師工作激情, 創新自我效能感與教學創新行為的關係研究。基礎教育研究，（7），20-25。楊陳、楊付、景熠、唐明鳳（2018）。謙卑型領導如何改善員工績效: 心理需求滿足的中介作用和工作單位結構的調節作用。南開管理評論，21（2），121-134。趙斌、付正雪（2017）。職場基本心理需求本土化構念與量表開發。管理評論，29（2），143。趙斌、徐璐（2018）。差錯管理氛圍對員工創新行為影響研究-基本心理需求與知識建構的雙路徑作用。經濟經緯，35（2），128-134。趙斌、劉桂霞、宇衛昕、周倩倩（2017）。差錯管理氛圍，工作複雜性對員工創新行為影響的跨層次研究。預測，36（5），15-23。鄭潔、蔡迎旗（2020）。幼兒園環境對教師學習投入的影響: 基本心理需求的中介作用。學前教育研究，（1），54-63。錢月圓、韋雪豔（2017）。中小學差錯管理氛圍與教師創新教學行為的關係研究。教學與管理，（4），21-24。蕭佳純、王佩雯（2016）。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究。教育科學研究期刊，61（2），185-211。謝全文、黃乃熒、吳清山、陳麗珠、王麗雲、王如哲、秦夢群、張德銳、張明輝、林新發、黃宗顯、張鈿富、林明地、湯志民、潘慧玲（2006）。教育行政學：理論與案例。台北市：五南。顧遠東、周文莉、彭紀生（2014）組織創新氛圍，成敗經歷感知對研發人員創新效能感的影響。研究與發展管理，26（5），82-94。貳、英文部分Amabile, T, M. 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International Journal of Humancomputer Interaction, 4(4), 311-339. zh_TW dc.identifier.doi (DOI) 10.6814/NCCU202201723 en_US
