蔡俊傑Tsai, Chun-Chieh2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70741學位類別：碩士校院名稱：國立台灣體育學院系所名稱：體育研究所學號：19501009畢業學年度：96年論文頁數：123頁　　本研究主要在探討台中縣市國中體育教師自我效能、教學信念與教學行為之關係。為達研究目的，依據文獻探討分析，自編「教師自我效能量表」、「教學信念量表」與「教學行為量表」作為研究工具，並以台中縣市公立國民中學體育教師為研究對象，共抽取224位體育教師進行問卷調查與統計分析。研究發現：（一）台中縣市國中體育教師自我效能狀況佳，個人教學效能高於一般教學效能。教師教學信念與教學行為趨近進步取向，但教學行為強度低於教學信念。（二）教師自我效能與教學信念因背景變項的不同，部分層面具有顯著差異。（三）教學行為與背景變項未具有顯著差異。（四）以積差相關分析，教師自我效能、教學信念與教學行為各層面均達顯著的正相關。（五）以典型相關分析，教師自我效能、教學信念與教學行為各層面均達顯著的正相關，結構係數呈現一致性。（六）以多元逐步迴歸分析，教師自我效能各層面對教學行為，以個人教學效能具有最高的解釋力；教學信念各層面對教學行為，以體育學習評量具有最高的解釋力；教師自我效能各層面對教學信念，以個人教學效能具最高的解釋力；教師自我效能、教學信念各層面對教學行為，以體育學習評量具最高的解釋力。　　The main purpose of this study is to explore the relationship among the teacher self-efficacy, the teaching belief, and the teaching behavior in the Taichung City and County junior high schools’ PE teachers. Based on literature survey, the following instruments were self-designed: the Teacher Self-Efficacy Inventory, the Teaching Belief Inventory, and the Teaching Behavior Inventory. The samples are 224 PE teachers randomly chosen in the Taichung City and County junior high schools. The major results of the study are: 1. The teacher self-efficacy in Taichung City and County junior high schools’ PE teachers are great, and personal teaching self-efficacy is higher than general teaching self-efficacy. The teaching belief and the teaching behavior are progress-oriented, but the teaching behavior is lower than the teaching belief. 2. The teacher self-efficacy and the teaching belief vary greatly in some aspects due to different background variables. 3. The teaching behavior and the background variables don’t vary greatly. 4. According to Pearson correlation, the teacher self-efficacy, the teaching belief, and the teaching behavior are positively correlated. 5. According to canonical correlation, the teacher self-efficacy, the teaching belief, and the teaching behavior are positively correlated, consistency appears in structure coefficient. 6. According to multiple stepwise regression analysis, among all aspects of the teacher self-efficacy, the personal teaching self-efficacy has the most efficient explanation. Among all aspects of the teaching behavior, the PE-learning evaluation has the most efficient explanation.目　次 第一章　緒論……………………………………………………………1 　第一節　研究動機與目的……………………………………………1 　第二節　研究問題與假設……………………………………………5 　第三節　研究限制……………………………………………………7 　第四節　重要名詞解釋………………………………………………8 第二章　文獻探討………………………………………………………10 　第一節　教師自我效能之理論與研究………………………………10 　第二節　教學信念之理論與研究……………………………………27 　第三節　教學行為之理論與研究……………………………………37 　第四節　小結…………………………………………………………43 第三章　研究方法………………………………………………………44 　第一節　研究架構……………………………………………………44 　第二節　研究實施程序及進度管制…………………………………46 　第三節　研究對象……………………………………………………49 　第四節　研究工具……………………………………………………50 　第五節　資料處理……………………………………………………58 第四章　結果與討論……………………………………………………60 　第一節　國中體育教師自我效能、教學信念與教學行為現況分析………………60 　第二節　不同背景變項在教師自我效能、教學信念與教學行為差異之分析……64 　第三節　教師自我效能、教學信念與教學行為相關之分析………86 　第四節　教師自我效能、教學信念與教學行為預測之分析………93 第五章　結論與建議……………………………………………………96 　第一節　主要研究發現………………………………………………96 　第二節　結論…………………………………………………………98 　第三節　建議…………………………………………………………103 參考文獻…………………………………………………………………106 中文部份…………………………………………………………………106 英文部份…………………………………………………………………113 附錄………………………………………………………………………119542356 bytesapplication/pdf教師自我效能;教學信念;教學行為the teacher self-efficacy;the teaching belief;the teaching behaviorthesis