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研究生:陳聖謨
論文名稱:國民小學教師教學反省之研究
論文名稱(外文):A study on four primary teachers'''''''' reflection.
指導教授:蔡培村蔡培村引用關係
學位類別:博士
校院名稱:國立高雄師範大學
系所名稱:教育學系
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:1999
畢業學年度:87
語文別:中文
論文頁數:398
中文關鍵詞:反省教學反省
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教學反省是指教師對教學行為的內隱性檢思歷程,以修正、充實或維持教師的知識與信念,並具體轉化為行動,達成更好的教學結果,並能建構教師個人的意義與理論架構。本研究的研究目的如下:
一、探討教學反省的涵義與理論基礎。
二、瞭解反省在教學上所扮演的角色,並探討教師對反省的評價與影響因素。
三、分析教學反省內容的性質、形式。
四、協助教師藉由反省,以建構教師實踐構念,成為反省性實踐的行動者。
五、根據研究結果,提出建議,以利教師藉由反省敏於覺知,揭露教師個人教學實踐構念,使教師能在教學實務中不斷充實、檢核、修正,成為自主而成熟的教育專業人員。
為達成上述目的,本研究採用文獻分析與質的研究法等方式進行之,並輔以問卷調查研究供研究發現的補充與對照。本研究先就教師教學反省的文獻與相關研究,加以分析探討,以釐清教學反省的概念及其理論基礎,並據以引導研究模式之建立。在質的研究方面係以民族(化名)國小四位教師為研究合作對象,資料蒐集係採生活史晤談、教學觀察及反省性教學晤談等三種,資料蒐集期間自八十七年八月至八十八年一月止。所得資料經分析後,除形成初步結論外,並據以編製教師教學反省問卷,於八十八年二月寒假期間,以台南市參與各項研習進修之國小教師為施測對象,所得有效樣本共計349位。問卷中數據部份,經編碼輸入電腦後,以SPSSPC+統計程式計算其次數、百分比、平均數與次序;問卷中文字部份,則以人工劃記整理之。
本研究所蒐集資料經歸納整理後,獲得以下結論:
一、 生活史與教學履歷是教師反省的有力觸媒。
二、 反省在教師教學上扮演多元且重要的角色。
1.資料、教具準備是教學前反省的主要角色。
2.調整策略是教學中反省的主要角色。
3.學生反應是教學後反省的主要重心。
三、教學反省的「質」與「量」呈現個別差異。
1.低年級教師反省取向偏重於教室常規的維持。
2.教學資源的觸角左右教師反省思考的能力。
3.資深教師的反省思考較為豐富、精緻。
4.敏捷、用心的教師其反省能力較佳。
5.主動精進的驅力是教學反省的關鍵。
四、教師的教學反省習慣有待覺察與培養。
五、教師對學科教材教法的探究風氣仍待提昇。
六、教師的反省內容取向,隨服務年資與生活背景而有所差異。
七、規約化的學校體制不利於教師反省。
八、教師在固定性的教學框架中進行反省。
九、教師分析批判力仍待提昇。
十、教師教學實踐理論豐富多樣且具個別差異性。
十一、時間是左右教師教學節奏與教學反省成分的重要因子。
十二、當前教育生態下,限制教師反省因素頗多。
十三、教科書與教學指引是教師教學反省的重要資源。
十四、教師反省有助提昇教師專業能力與教學滿足感。
根據研究結論,提出下列建議:
一、對教育行政機關的建議
1.規畫更彈性多元的進修方式,擴展教師自我反省的資源。
2.改變行政決策模式與縮減規範範圍,賦予學校教師更多自主空間。
3.檢討、排除非關教學事務的負擔,增進教師時間的從容感。
4.改進教師指引審定標準,引領教師自我發展教學設計。
二、對學校的建議
1.充實、檢討或調整教學資源設施,創發教師思考反省的條件。
2.編排教師團體經驗分享,增加同儕互動時間。
3.排除教學干擾因素,營造教師專業省思情境。
三、對教師個人的建議
1.檢視個人教學生涯成長歷程,促發自我成長。
2.推展同儕互助教學,共組專業成長團體。
3.加強探究學科教學方法,增進教學分析能力。
4.擴大生活領域,瞭解現世文化,蓄積反省素材。
5.檢析教室歷程中的權力結構與教材意識型態,提昇批判能力。
6.落實教材編選的教學自主權,提昇課程研發能力。
7.培養時間管理知能,創發反省有利空間。
8.不斷觀察、嘗試與思考,增進教學靈活度。
四、進一步研究的建議
在研究對象、變項、方法、方向與研究設計上提出未來研究之參考。
封面
目錄
圖次
表次
第一章
第一節
第二節
第三節
第四節
第二章
第一節
第二節
第三節
第四節
第三章
第一節
第二節
第三節
第四節
第五節
第四章
第一節
第二節
第五章
第一節
第二節
第三節
第四節
第六章
第一節
第二節
參考書目
附錄
參考書目
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