| Summary: | 碩士 === 國立臺北教育大學 === 自然科學教育學系碩士班 === 98 === The purpose of this study was to investigate the teaching beliefs and behaviors on various background variables of junior high school teachers of the gifted Mathematical-logic classes, and to investigate the relevant degree between teachers’ beliefs and behaviors in order to understand if teachers put their faith into action in teaching.
With the investigation method and a sampling of gifted mathematical-logic teachers of junior high school in Taiwan, there were 270 copies valid in retrieve 221 copies where the effective ratio is 81.8﹪ by using self-made survey “The Relationship of teachers’ beliefs and behaviors of junior high school teachers of the gifted Mathematical-logic classes”. The software, SPSS was used to conduct data analysis and the research results are as follows:
(1)Gifted Mathematical-logic teachers’ teaching beliefs of junior high school tend to gifted, in which there are significant differences with their current position in school and the potential position next year. It was also found that administrative staff and full-time teachers tend to gifted more than subject teachers and classroom teachers, and the teachers who intend to teach in gifted classes in the future tend to gifted more than those who don’t.
(2)Gifted Mathematical-logic teachers’ teaching behaviors of junior high school tend to gifted, in which there are significant differences with their current position in school, intention to teach in gifted classes、and their potential position next year. In other words, behaviors of teachers of full-time gifted classes, intention to teach next year and the same position next year tend to gifted.
(3)There was significant positive correlation between teachers’ beliefs and teachers’ behaviors, but they are not identical in their effect on “gifted orientation”. Teaching beliefs tend to gifted more than teaching behaviors.
Based on the research findings, this research offers the related suggestions as below:firstly, the school should have appropriate arrangements toward the Mathematical-logic gifted teachers; secondly, the related workshops and seminars, information advising services and teacher sharing groups should be provided; thirdly, a periodic self-evaluation of the differences between teaching beliefs and behaviors by gifted teachers should be provided as a reference to the researchers of gifted education.
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