| dc.contributor.advisor | 詹志禹<br>吳靜吉 | zh_TW |
| dc.contributor.advisor | Chan,Jason Chih Yu<br>Wu,Jing Jyi | en_US |
| dc.contributor.author (Authors) | 楊智先 | zh_TW |
| dc.contributor.author (Authors) | Yang,Chih Hsien | en_US |
| dc.creator (作者) | 楊智先 | zh_TW |
| dc.creator (作者) | Yang,Chih Hsien | en_US |
| dc.date (日期) | 2006 | en_US |
| dc.date.accessioned | 19-Sep-2009 12:41:56 (UTC+8) | - |
| dc.date.available | 19-Sep-2009 12:41:56 (UTC+8) | - |
| dc.date.issued (上傳時間) | 19-Sep-2009 12:41:56 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0891525111 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/37207 | - |
| dc.description (描述) | 博士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 教育研究所 | zh_TW |
| dc.description (描述) | 89152511 | zh_TW |
| dc.description (描述) | 95 | zh_TW |
| dc.description.abstract (摘要) | 教師專業學習社群（簡稱「教師社群」）是一種協助現場教師突破孤立狀態、與同儕相互學習、以持續專業發展、進而提升創意之重要方式。本研究透過量化模式的檢驗，探究教師社群互動、工作希望感受與創造性轉化之關係，以問卷調查法，針對台灣地區教師，進行取樣研究，有效問卷共計891份。研究工具包括「社群互動品質量表」、「工作希望感受量表」與「創造性轉化行為量表」。此外，並透過對典型個案之訪談，探究四個「創意教師行動研究」成功社群的經營策略。量化研究主要發現：「教師社群互動、工作希望感受與創造性轉化」模式之驗證獲得支持。此模式的意義在於：良好的教師社群必須兼顧認知與情感層面的互動；如此，除了可直接促進教學上的創造性轉化之外，認知與情感互動尚可以透過工作希望感受之中介效果來影響教師的創造性轉化。至於教師工作希望感受的提升，則能直接影響創造性轉化的展現。其次，根據個案分析整理歸納出經營社群的重要策略，如：「感動策略」、「友誼策略」、「共同解決問題策略」、「榮耀共享策略」、「低調漸進緩慢策略」、「彰權益能策略」、「成就感策略」、「資源網絡拓展策略」、「雁行領導策略」以及「持續互動策略」。最後，本研究根據上述發現並針對教育實務與未來研究層面，提出具體建議以供參考。 | zh_TW |
| dc.description.abstract (摘要) | Nowadays, the concept of a “teacher professional learning community” (Teacher Community, TC) is an important approach to cultivate, develop, and sustain teachers’ professional development and creativity. In Taiwan, from the perspective of TC, how to facilitate teachers’ creativity is also valued under the Creative Education policy. However, empirical evidence is rarely discussed. Thus, this study addresses two aspects: (1) the relationship of TC, work hope and creative transformation (Study I), (2) to explore the main strategies of managing teacher communities (Study II). In Study I, a SEM model is proposed using the linear structural relations (LISREL) to test the research hypotheses with the data from 891 valid questionnaires collected. Instruments used include Interactions of Communities Scales, Work Hope Scale, and Creative Transformation Scale. The estimated results of the proposed model are found to substantiate the requirements of the general LISREL model. The majority of the fit indices have indicated good fit of the model to the data. The main findings include (1) Cognitive interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (2) Affective interactions of communities have significantly direct and indirect effects through work hope on creative transformation; (3) Work hope has a significantly direct effect on creative transformation. These results have suggested that teachers’ work hope, and their cognitive and affective interactions in communities have a significant, positive influence on creative transformation. In addition, work hope has played a role as a mediator between the interactions in communities and creative transformation. In Study II, teachers in communities of four typical cases funded for four years under the Project on the Enhancement of Creative Education are interviewed. Based on the data, there are several strategies for managing teacher communities: (1) witnessing strategy, (2) friendship strategy, (3) problem-solving strategy, (4) honor- sharing strategy, (5) low-profile strategy, (6) empowerment strategy, (7) sense of achievement strategy, (8) networking strategy, (9) flying geese strategy, and (10) sustaining strategy.Limitations of the current research and implications for the practice of teacher community were discussed. | en_US |
| dc.description.tableofcontents | 第一章 緒論第一節 研究動機與目的…………………………………………………1第二節 研究問題…………………………………………………………3第三節 重要名詞解釋……………………………………………………3第四節 研究範圍…………………………………………………………5第二章 文獻探討第一節 從創造力到教師的教學創造性轉化……………………………6第二節 從社群到教師的社群互動……………………………………11第三節 從希望到教師的工作希望感受……………………………23第三章 研究方法第一節 研究架構與假設…………..……………………………………27第二節 研究對象……………………………..…………………………31第三節 研究工具………………………………………..………………31第四節 研究程序…………………………………………………..……41第五節 資料分析…………………………………………………..……42第四章研究結果（一）：量化結果第一節 現況分析………………………………………………………43第二節 背景變項的影響………………………………………………53第三節 社群互動、工作希望感受與創造性轉化之關係………………72第五章研究結果（二）：個案分析第一節 個案簡介………………………………………………………75第二節 社群經營策略…………………………………………………80第六章 結論、討論與建議第一節 結論……………………………………………………………106第二節 討論……………………………………………………………108第三節 研究限制..………………………………………………………114第四節 建議……..………………………………………………………115參考書目…………………………………………………………………………121附錄一 正式問卷…………………………………………………………………131附錄二 訪談大綱…………………………………………………………………138表 次表3-1 創造性轉化－「從理論學習到實務應用」分量表預試題目………………32表3-2 創造性轉化－「從實務應用到作品生產」分量表預試題目………………32表3-3 創造性轉化－「從理論學習到實務應用」分量表之正式題目與信度……33表3-4 創造性轉化－「從實務應用到作品生產」分量表之正式題目與信度……34表3-5 工作希望感受－「解決問題的意志力」分量表預試題目…………………35表3-6 工作希望感受－「尋求解決之道」分量表預試題目………………………35表3-7 工作希望感受－「解決問題的意志力」分量表正式題目與信度……..…36表3-8 工作希望感受－「尋求解決之道」分量表正式題目與信度…………..…36表3-9 社群認知互動－「集體探索」分量表預試題目……………………………..37表3-10 社群認知互動－「反省實踐」分量表預試題目……………………………37表3-11 社群情感互動－「情感聯誼」分量表預試題目……………………………38表3-12 社群情感互動－「溫暖關係」分量表預試題目……………………………38表3-13 社群認知互動－「集體探索」分量表正式題目與信度……………………39表3-14 社群認知互動－「反省實踐」分量表正式題目與信度……………………39表3-15 社群情感互動－「情感聯誼」分量表正式題目與信度……………………40表3-16 社群情感互動－「溫暖關係」分量表正式題目與信度…………………40表4-1教師參與社群比例排序........………………………………………………43表4-2校外社群與校內社群參與人數比例排序........……………………………43表4-3社群運作時間比例排序……………………………………………………44表4-4 教師參與的社群之運作階段比例排序……………………………………44表4-5 教師參與的社群所扮演的角色比例排序…………………………………45表4-6「集體探索」描述統計量數排序……………………………………………45表4-7「反省實踐」描述統計量數排序……………………………………………46表4-8「情感聯誼」描述統計量數排序……………………………………………47表4-9「溫暖關係」描述統計量數排序……………………………………………47表4-10「問題解決的意願」描述統計量數排序………………….….……………48表4-11「問題解決的途徑」描述統計量數排序…………………..………………49表4-12「理論學習至實務應用的轉化」描述統計量數排序……………..………50表4-13「實務應用至作品生產的轉化」描述統計量數排序..……………………51表4-14 教師指導競賽、獲得獎勵與創造性轉化之關係…………………………52表4-15 教師性別在四個依變項之樣本數、平均數與標準差……………………53表4-16 教師性別在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表………………………………………54表4-17教師學歷在四個依變項之樣本數、平均數與標準差…..…...……………55表4-18 教師學歷在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表…………………………………….…55表4-19不同教育階段教師在各研究變項之樣本數、平均數與標準差……….…56表4-20 不同教育階段教師在「認知互動」、「情感互動」、「工作希望感受」與 「創造性轉化」的多變量變異數分析摘要表………………….…………57表4-21 不同教育階段教師在「認知互動」、「情感互動」、「工作希望感受」與 「創造性轉化」的趨向分析。……….…………………………….…………58表4-22教師教學年資在四個依變項之樣本數、平均數與標準差..…….….….…61表4-23 教師教學年資在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表………………….………………62表4-24 教師社群種類在四個依變項之樣本數、平均數與標準差…..………..…63表4-25 教師社群種類在「認知互動」、「情感互動」、「工作希望感受」與「創 造性轉化」的多變量變異數分析摘要表………….….………….………64表4-26 校內外社群在四個依變項之樣本數、平均數與標準差……..…..………64表4-27 校內外社群在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表……………………………..………65表4-28 社群運作時間在四個依變項之樣本數、平均數與標準差……….………66表4-29 社群運作時間在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表…………………….……………66表4-30 社群階段在四個依變項之樣本數、平均數與標準差……………………68表4-31 社群階段在「認知互動」、「情感互動」、「工作希望感受」與「創造性轉化」的多變量變異數分析摘要表………………………………….……68表4-32 社群角色在四個依變項之樣本數、平均數與標準差………….…………70表4-33 社群角色在「認知互動」、「情感互動」、「工作希望感受」與「創造性 轉化」的多變量變異數分析摘要表………………………………………..70表4-34 「教師社群互動、工作希望與創造性轉化」模式各項適合度指標………72圖 次圖3-1 研究架構…………………………………………………………..…………27圖3-2 「教師社群互動、工作希望感受與創造性轉化」假設性結構方程模式……30圖4-1 不同教育階段教師在認知互動總分上的分佈情形………………..………59圖4-2 不同教育階段教師在情感互動總分上的分佈情形………………………..59圖4-3 不同教育階段教師在工作希望總分上的分佈情形………………….….…60圖4-4 不同教育階段教師在創造性轉化總分上的分佈情形…………………......60圖4-5 「教師社群互動、工作希望感受與創造性轉化」結構方程模式..……….75 | zh_TW |
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| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0891525111 | en_US |
| dc.subject (關鍵詞) | 社群互動 | zh_TW |
| dc.subject (關鍵詞) | 工作希望感受 | zh_TW |
| dc.subject (關鍵詞) | 創造性轉化 | zh_TW |
| dc.subject (關鍵詞) | teacher community | en_US |
| dc.subject (關鍵詞) | work hope | en_US |
| dc.subject (關鍵詞) | creative transformation | en_US |
| dc.title (題名) | 教師社群互動、工作希望感受與創造性轉化之關係：量化模式建構與典範案例分析 | zh_TW |
| dc.title (題名) | Teacher Community, Work Hope, and Creative Transformation: Model Construction and Case Analysis | en_US |
| dc.type (資料類型) | thesis | en |
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