| Summary: | 碩士 === 臺南師範學院 === 國民教育研究所 === 90 === The purposes of this study were (1) to investigate the elementary school teachers’ teaching beliefs and behavior of constructivism (2) to examine the differences between elementary school teachers’ background variables and context variables of teaching beliefs and behavior of constructivism (3) to examine the differences between elementary school teachers’ teaching beliefs and behavior of constructivism.
The research sample were 1290 teachers randomly selected from elementary schools in Taiwan area .The researcher designed “The elementary school teachers’ teaching condition questionnaire ”and interviewed several teachers. Teachers’ survey was done by using a questionnaire. Data was analyzed by using t-test, one way ANOVA and descriptive statistics methods. The conclusions were drawn as follows：
1. Teachers’ beliefs tended to follow the constructivist approach to teaching.
2. Teachers’ behavior tended to follow the constructivist approach to teaching except “teaching assessment” subscale.
3. The variables of educational background, past service, titles of position, and school area had significant differences in teaching beliefs about constructivism. On the other hand, no differences among the variables of their gender, school’s scale and students’ members in teaching beliefs about constructivism.
4. There was a significant difference between male and female teachers in teaching behavior of constructivism. However, there were no differences among the variables of their educational background, past service, titles of position, school’s scale, students’ members and school area in teaching behavior of constructivism.
5. Teachers had significant differences between teaching beliefs about constructivism and teaching behavior of constructivism. The three subscales of teaching, “the concept of knowledge and learning”, “the role of teachers and students”, “teaching process”, teachers’ beliefs and behavior tended to constructivist approach. The three subscales of teaching in teachers’ beliefs would be more inclined to constructivist approach than in some teachers’ behavior.
Finally, this researcher proposed some suggestions to the ministry and bureaus of education in Taiwan, teachers and future researchers, which are based upon the research conclusions.
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