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研究生:楊美珍
研究生(外文):Perng, Haw-Tsae
論文名稱:國中生參與評鑑數學教師教學知能之可行性
論文名稱(外文):A Case study of Student Perceptions of a Beginning Science Teacher''s Pedagogical Content Knowledge in the Middle School
指導教授:王國華王國華引用關係
指導教授(外文):Wang Kuo-Hua
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:科學教育研究所
學門:教育學門
學類:普通科目教育學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
論文頁數:181
中文關鍵詞:學科教學知識學習環境教育產能
外文關鍵詞:pedagogical content knowledgelearning environmenteducational productivity model
相關次數:
  • 被引用被引用:5
  • 點閱點閱:185
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
本研究主要目的在探討國中學生所知覺的理化科學習環境,而本研究
之學習環境指的是以學生觀點看教師的學科教學呈現,所以本研究試圖回
答下列問題:個案初任理化教師的學科教學所營造之學習環境面貌如何?
學生對該教師學科教學所營造之學習環境之知覺如何?教師與學生對此學
習環境知覺有何差異? 在研究方法上,採質與量結合的方法,利用教
室觀察、晤談及問卷調查等方法,收集教師與學生對教室學習環境之知覺
。研究個案為任教第二年的國中理化科女教師,個案班級學生有四十三位
,在研究期間進行為期一學期的教室觀察並進行三次選項式問卷施測與兩
次開放式問卷施測,所得資料利用歸納法及持續比較法分析,並對不同資
料進行三角校正以提高研究效度。 研究結果發現個案教師的學科教學
呈現因受限於教師本身的學科知識及教室管理等教學技巧經驗,使學習環
境的營造具以下特色:教學計畫漸以班級秩序為優先考量,教學活動與模
式固定,教學表徵重日常實例解說,教學呈現以吸引學生上課興趣及課本
內容的精熟學習為主,評量以隨堂小考為主。 在學生知覺部分,發現
學生的學習環境知覺有很大的個別差異,與教師互動頻繁的目標學生有較
正面的學習環境知覺;但整體而言,學生能知覺教師以講義為主的教學模
式,對於與日常生活相關的表徵方式印象較深,對於教師的學科知識很少
懷疑,也認為隨堂小考的評量有助學習。 教師與學生對學習環境的知
覺落差;在教學方面,學生喜歡多變的教學活動,但教師有實務上的困難
;在教學表徵方面,教師表徵的方式與學生的需求有差異,教師認為常使
用的,如圖解表格等,學生未有深刻印象;在學科知識上,教師雖自認有
些部分不足或沒有很好的連結,但學生很少懷疑教師的專業知識;在評量
方面,教師自認常常利用課堂口語互動評量學生理解,但只有目標學生有
明顯知覺。 而影響教師與學生對學習環境知覺差異之可能因素有:教
師的教學信念、學生的學習信念、學生個人特質、班級與學校的文化、班
級之社會心理氣氛等。本研究之研究方法及結果可供未來研究及師資培育
之參考。
The purpose of this study was to investigate students*
perceptions of learning environment which was defined as student
perspective on the teacher*s pedagogical content knowledge.
Therefore, the study attempted to answer the following
questions:(1)How did the teacher represent her pedagogical
content knowledge ?(2)How was the student perceptions of the
teacher*s pedagogical content knowledge? (3)What was difference
between the teacher*s and the students*perceptions of the
teacher*s pedagogical content knowledge? The combination of
qualitative and quantitative methods which data collection
included systematic classroom observations, interviews, and
questionnaire investigation was adopted to explore teachers* and
students* perceptions of learning environment. One chemical
science teacher who had two years of experiences in teaching and
one of her eight-grade class took part in this study. Constant
comparative method was used to analyze the data and to construct
the results, which were validated by triangulation in terms of
different types and resources of data. The results indicated
that the teacher*s representation of pedagogical content
knowledge was limited by her content knowledge and teaching
experience so that the learning environment had the following
characteristics: classroom management was the first premise that
the teacher took into account when her instruction was designed.
The teaching activities had little variations and teaching model
was fixed. The representation laid stress on daily life of
examples which students were familiar to attract and keep their
interesting in class. Regarding mastery learning as important,
because making students passing examination was the
instructional goal. The quizes were the major assessment
methods. In the perceptions of the students, the students
had individual different perceptions of learning environment.
The target students who were involved in a markedly greater
proportion of the whole class interactions with the teacher than
were their classmates held more favorable perceptions of the
learning environment. But in a whole, students could perceived
the teaching model which utilized lecture handouts mainly.
Students had impress to the representation which used examples
to explain concepts, had no doubt about teacher*s content
knowledge, thought that test on teaching were helpful for
learning. The differences between teacher*s and students*
perceptions of learning environment were reported as follows:
with respect to the instructional repertoire, the students liked
more variations of teaching activities, but the teacher had
practice difficult in the context. The aspect of
representational repertoire, the styles of representations
teacher thought that she represented usually, such as diagrams
or graphs, were not impress to students. The aspect of subject
matter knowledge, the teacher thought that she was not familiar
with all and not yet elaborating well, but the students were not
doubt about teacher*s teaching. The aspect of assessment, the
teacher thought her questions in class could evaluate students*
understanding, but so did the target students only. The
factors effected the differences between teacher*s and students*
perceptions of learning environment could be as follows: the
beliefs that the teacher hold about teaching and learning, the
beliefs that the students hold about learning, students*
individual factors, social-psychological climate of the class
and the culture of the class and school. The findings and
methods of this study could provide references and suggestions
for future study and teacher education program.
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