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摘要

本篇出處 市北教育學刊 37 2010.12[民99.12] 頁19-65
篇名 校本教學輔導教師方案評鑑規準之研究
作者 張素偵 ; 張德銳
中文摘要   本研究旨在建構評價學校推動教學輔導教師制度的整體計畫、歷程及成效的標準,以供評鑑者做決定或判斷的基礎,進而獎勵成功推動方案之學校。除此之外,基於方案評鑑規準具有引導方案執行之功能,希望能更進一步歸納出優質教學輔導教師方案成功實施之關鍵要素,俾供教育行政機關及學校推動教學輔導教師方案之參考。 為達成研究目的,本研究採焦點團體法及模糊德菲法進行探究。焦點團體法係由學者專家及訪視輔導委員共六人,針對文獻探討及三次整合型會議討論結果所完成之問卷初稿提供建議,藉以蒐集其在理論、訪視經驗與學校行政實務上的意見;模糊德菲法則用於正式問卷之實施,依照模糊德菲法之實施步驟,對二十位專家學者之施測結果進行統計分析及規準篩選,最後確定校本教學輔導教師方案評鑑規準。 本研究依據上述方法進行探究,獲致以下結論: 一、校本教學輔導教師方案評鑑規準架構包括「背景評鑑」、「輸入評鑑」、「過程評鑑」及「成果評鑑」等四大向度。 二、校本教學輔導教師方案評鑑規準之內涵架構根據四大向度,共涵蓋十四項目、五十二項指標。
英文摘要   The purpose of this study was to construct the evaluation criteria of the school-based mentor teacher programs. With these criteria hopefully those schools which implement the programs with success might be selected and encouraged in accordance. Some key elements of the program evaluation were explored in this study for the reference of the educational agencies and schools because evaluation criteria have the influence of leading the programs’ implementation. Group interview and Fuzzy Delphi technique were used as the research methods to conduct the study. As for the group interview, six specialists were invited to provide information and suggestions for the construction of the Fuzzy Delphi questionnaire. And then twenty specialists were surveyed with this questionnaire. The evaluation criteria were constructed on the basis of the results of the Fuzzy Delphi technique. The conclusions of the study were as follows: The evaluation criteria include four dimensions: context evaluation, input evaluation, process evaluation, and product evaluation. The evaluation criteria include fourteen items and fifty-two indicators.