國小教師提問技巧與創造力、創造性傾向之關係研究

Abstract

本研究的目的是為了探究國小教師提問技巧與創造力、創造性傾向之關係研究。本研究採問卷調查法，以臺北市國小教師為研究對象，透過便利取樣方式回收 266 份有效問卷。問卷調查資料經描述統計、差異性比較、簡單相關分析與迴歸分析統計處理後，得到以下結論：一、基本變項中國小教師的性別與服務年段對提問技巧無顯著差異。二、基本變項中教育程度為大學之國小教師在提問技巧的「轉移主導權」向度上顯著高於研究所（及以上）。三、基本變項中不同服務年資之國小教師在提問技巧上有顯著差異，尤其年資在6至10年之教師在提問技巧的運用上表現較佳。四、國小教師提問技巧中「尊重差異保持彈性」、「給予機會啟發創意」及「轉移主導權」之向度與創造力呈現顯著影響，且透過迴歸分析進行驗證預測性時，亦反應出在提問技巧的使用中創造力有正向影響力。五、創造性傾向對提問技巧之運用有顯著影響性，反應出國小教師的提問技巧運用及技巧的掌握上與教師的創造性傾向有正向關係。結果表明，本研究之大部分假設獲得了分析的證實，並透過討論進一步探討了研究的侷限性與建議，作為未來研究之參考。

The main purpose of this study was to investigate the relationship between Teacher Questioning Technique and the creative tendencies of primary school teachers.In this study, 266 valid questionnaires were collected from primary school teachers in Taipei City, Taiwan, using convenience sampling. The questionnaire data were statistically processed, including descriptive statistics, comparisons of differences, simple correlation analyses, and regression analyses, leading to the following conclusions:1.There was no significant difference in the questioning technique of Chinese primary school teachers based on gender and years of service in the basic variables.2.Primary teachers with a university education showed a significantly higher level of"transfer of dominance" in their questioning technique compared to teachers with a graduate degree (and above). 3.Significant differences in questioning skills were observed between primary teachers with different years of service, especially those with 6 to 10 years of service, who showed better use of questioning skills. 4.Regression analyses confirmed the significant effects of 'respecting differences and maintaining flexibility', 'providing opportunities for creativity', and 'shifting leadership' on primary teachers' questioning technique in terms of their creativity. This further confirmed the positive impact of the invention on the use of questioning skills. 5.The significant effect of creativity on questioning techniques indicated a positive relationship between the use of questioning techniques and teachers' mastery of techniques and creativity. Overall, the analysis results supported most of this study's hypotheses. The limitations and recommendations of the study were also explored in the discussion section, providing valuable insights for future research.