回顧近百年來美國教育改革的大量資料，Cuban認為美國教育百年來 並沒有本質性的改變，學校以教師為中心的教學取向是沒有改變的。主 要原因在於學校教育的機能結構並沒有改變，仍沿用年級、教學時數、 教學科目等傳統的固定日常組織，教師仍然關在自己的課堂內與他人分 離，用教科書及考試來決定學生的成績，即使歷經了許多次的教育改革， 在教學上仍然是以傳遞內容為主的教學，而非啟發或學生主動探究思考 的教學。教學信念有其一致及穩定性，但在教學現場又呈現許多矛盾及 衝突，進而產生許多不同型式的混合教學。本研究希望經由國民小學教 師對立的教學信念取向問卷調查，以了解教師的教師教學信念取向，其 具體研究目的有二：1.探討教師教學信念取向的對立現況。2.探討教師教 學信念取向對立的影響因素。 本研究以南部及東部縣市國小為調查母群。依都市化程度及學校規 模，採叢集取樣，選取受試學校後，再就教師人數比，從各年級教師中 選取受試樣本，共抽取1,600位教師為樣本，施予「國民小學教學信念對 立取向問卷」，回收1,375份，廢卷61份，可用卷1,314份，有效問卷率為 82.13%。主要發現如下：1. 國小教師在「教學目標對立」、「師生互動的對立」及「學生行為 規範的對立」等教學信念構面，均是男性教師高於女性教師。 2. 不同教學效能或課程意見的教師與性別之間，有交互作用存在，其 教學信念的對立程度會因性別不同而有所不同。 3. 教師教學信念對立程度會因學校規模、任教地區、教學經驗、他人 滿意程度的不同而有顯著差異。

After Cuban recalled a great deal of American education reform data for nearly a hundred years, he believed that there had been no fundamental change in American education for a hundred years, especially the teacher-centered teaching orientation. The main reason was that the grammar of schooling had not changed, such as grade, teaching hours, teaching subjects, and so on. Teachers were still separated from others in their own classroom and used textbooks and exams to determine student achievement. Even after many educational reforms, teaching was still mainly content-based teaching, rather than inspirational or student-initiated inquiry-thinking teaching. Teaching belief has its consistency and stability, but it also presents many contradictions and conflicts in the teaching scene, and then produces many different types of mixed teaching. This study used the "Elementary School Teachers’ Opposite Teaching Belief Orientation Questionnaire" to know the teaching belief orientation of elementary school teachers. The research purposes were as follow.