A Research on the Pattern of Teaching Behavior and Teaching Effectiveness of Elementary and Junior High School Teachers under the Trend of Principal’s Technology Leadership: Cases Analysis of AI Sokrates Teaching Analytics System

本研究結果顯示，AI蘇格拉底教學系統課例之數據評比與專家評比一致性愈高，該課堂的整體教學成效愈好。 

研究生:    謝宛芹
論文名稱:校長科技領導趨勢下國民中小學教師教學行為特徵與教學效能之研究：AI蘇格拉底教學分析系統之課例分析
論文名稱(外文):    A Research on the Pattern of Teaching Behavior and Teaching Effectiveness of Elementary and Junior High School Teachers under the Trend of Principal’s Technology Leadership: Cases Analysis of AI Sokrates Teaching Analytics System
校院名稱:國立政治大學
系所名稱:教育行政與政策研究所
論文出版年:2020

►本論文詳細資料請參考臺灣博碩士論文知識加值系統

論文摘要：

教師教學後的反思或回饋以往都仰賴人為紀錄，相關研究的發展至採集教師於課堂中的教學行為數據也深受訓練人力成本費時，或採集裝備不便使用的種種限制。在開始重視有效課堂的趨勢下，AI蘇格拉底教學行為分析系統則藉由擴增教室內的科技設備，改善了人力成本的問題，並結合了數位、科技的優勢，使用半自動的方式蒐集了教師教學行為特徵之數據，係為一個基於現代教育理念的教學支持系統，運用有效的科技互動和教法應用策略，可以創造更高效的教學效果。

本研究之目的旨在瞭解AI蘇格拉底教學系統課例之數據評比與專家評分差異、探討校長科技領導對教師及其教學行為特徵與效能之影響、以及分析教師教學行為特徵與教學效能的關係。本研究採用內容分析法、訪談法、以及問卷調查法，以達成上述研究目的。此外，本研究使用皮爾森積差相關，以分析教師教學行為特徵與教學效能的關係。本研究再進一步使用結構方程模式(SEM)，以檢視教師教學行為特徵和教學效能的線性關係。

本研究結果顯示，AI蘇格拉底教學系統課例之數據評比與專家評比一致性愈高，該課堂的整體教學成效愈好。此外，校長藉由科技領導的實施策略，能適切的影響教師將科技融入教學，型塑教學行為特徵，讓科技的輔助得以真正符合教學的需求。本研究進一步發現，教師教學行為特徵與教學效能 (r=0.83, p <.01) 整體達顯著高度正相關。經結構方程模式適配指標檢視之後，教師教學行為特徵對教師教學效能具有顯著且正向的影響（標準化參數為0.97）。本研究依據結果提出建議，俾供我國教育行政機關、學校校長、教師以及後續研究之參考。

 

英文摘要：

Teachers' reflection or feedback after teaching relied on human records in the past. The development of relevant research to collecting data on teachers' teaching behavior in the classroom is also deeply restricted by the time-consuming training manpower cost or the inconvenience of the collection equipment. Under the trend of beginning to pay attention to effective classrooms, AI Sokrates Teaching Analytics System has improved the problem of labor cost by expanding the technology equipment in the classroom, and combined with the advantages of digital and technology using the semi-automatic method to collect the data of teachers' pattern of teaching behavior. It is a teaching support system based on modern educational concepts. The use of effective technology interaction and teaching method application strategies can create more efficient teaching effects.

The purposes of this study were to understand the difference between the quantitative data of classes from AI Sokrates Teaching Analytics System and the qualitative data of observations from the experts, explore the effect of principals’ technology leadership on teachers and their pattern of teaching behavior and effectiveness, and analyze the relationship between pattern of teaching behavior and teaching effectiveness. This study employed the content analysis, interview, and questionnaire investigation methods in order to achieve the research purposes. In addition, the Pearson product-moment correlation was used to analyze the relationship between teachers' pattern of teaching behavior and teaching effectiveness. Furthermore, the SEM was employed to verify the liner relationship between the two variables aforementioned. That is, the effect of teachers' pattern of teaching behavior on teachers’ teaching effectiveness.

The results show that the higher consensus of the AI Sokrates Teaching Analytics System and the experts, the higher teaching effectiveness of the class. Those principals who implemented the strategies of technology leadership would appropriately model the pattern of teaching behavior to integrate technology into their classes to meet the needs of their teaching eventually. Moreover, there is a significantly positive correlation between teachers' overall pattern of teaching behavior and teaching effectiveness (r=0.83, p <.01). After the model fitness test, it revealed that the proposed model fits well and the teachers' pattern of teaching behavior has significantly positive effect (.97) on teachers’ teaching effectiveness. The suggestions were provided which were based on the results for the reference of educational administration institutions, elementary and junior high school principals, teachers, and the follow up research in the future.