Gingiss P L, Hamilton R
Dept. of Health and Human Performance, University of Houston, TX 77204-5331.
J Sch Health. 1989 Dec;59(10):427-31. doi: 10.1111/j.1746-1561.1989.tb04656.x.
To help teachers enhance the effectiveness of their classroom instruction in human sexuality education, it is necessary to understand their attitudes and concerns about their teaching experiences. Forty-seven sixth grade teachers were surveyed one year after curriculum implementation to examine perceptions of themselves, their students, colleagues, and community. Teachers answered 70% of the knowledge items correctly and indicated slightly liberal orientations. Overall levels of teachers' views generally were positive on scales designed to measure: importance of the items studied, responsibility for student outcomes, three measures of comfort, adequacy of preparation, required changes, ease of use, social supports, and student responses. However, patterns of teacher responses within scales indicated numerous concerns related to curriculum implementation. The concerns and teacher-identified benefits and barriers to teaching the course indicate a focus for continuing education.
为帮助教师提高其在性教育课堂教学中的有效性，有必要了解他们对教学经历的态度和担忧。在课程实施一年后，对47名六年级教师进行了调查，以考察他们对自己、学生、同事和社区的看法。教师正确回答了70%的知识项目，并表现出略有开放的倾向。在旨在衡量以下方面的量表上，教师观点的总体水平普遍呈积极态度：所研究项目的重要性、对学生成绩的责任、三种舒适度衡量指标、准备是否充分、所需的变革、易用性、社会支持以及学生的反应。然而，量表内教师的回答模式表明，与课程实施相关存在诸多担忧。这些担忧以及教师所指出的该课程教学的益处和障碍表明了继续教育的重点。
