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研究生:陳坤賢
研究生(外文):Chen Ku-Hsien
論文名稱:初任理化教師實務理論與專業成長的行動研究
論文名稱(外文):The Action Research Study of a Beginning Science Teacher’s Pratical Theories and Professional Development
指導教授:張惠博張惠博引用關係
指導教授(外文):Chang Huey-Por
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:2002
畢業學年度:90
語文別:中文
論文頁數:133
中文關鍵詞:實務理論專業成長行動研究
外文關鍵詞:Pratical TheoriesProfessional DevelopmentAction Research
相關次數:
  • 被引用被引用:5
  • 點閱點閱:1908
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  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
本研究旨在利用教師個人反思的方式,進行教師實務理論的行動研究。本研究採用質性研究的方式,藉由研究者個人的反省日誌、錄影、晤談等,找出研究個案的實務理論,並探索初任教師第一年教學的專業成長情形。透過行動研究的歷程反思,研究個案找到教學表徵信念、學生學習信念、教學情境信念等幾個面向的十點教學實務理論,更清楚自己教學的想法。在專業成長方面,隨著教學實務經驗的增加與行動研究的反思,研究個案在一般的教學法知識、學習者及其特性的知識、對於教育目標、目的和價值的知識等三方面都有所收穫,亦能幫助研究者朝向良好的教學。研究顯示:教師可利用自省的行動研究找出自己的實務理論,並且發現經由實務理論的行動研究對於教師的專業成長亦有很大的幫助。亦即,行動研究、實務理論與專業成長這三者間是息息相關的。藉由行動研究的反思,研究個案找到自己的教學實務理論,使研究個案對一己的教學理念更為堅定;也由反思中對教學法、教學內容、教育目標等有更多的體會,並帶動研究個案的專業成長。因此,初任教師透過行動研究,建立自己的教學實務理論的同時,亦可促進其教學的專業成長之模式,實可做為師資培育的參考。
Bell (1998) pointed out that having personal theory can help a teacher-reseracher to become a science teacher with his professional development. According to this, the purpose of this study was to use the teacher’s personal reflection to do the action research of the teacher’s practical theory. The qualitative method was used in this study. By means of the collection of the researcher’s personal daily reflection, vediotapes and interviews, this study was to find out the practical theorems of the researcher and investigate the professional development of the beginning teacher during the first year of teaching. Through the reflection of the action research, the study found out that the researcher’s ten teaching practical theories in three aspects, including instructional representation,stedent learning , teaching context, and also clarified what his teaching thoughts were based on. In the aspect of professional development, with the increase of practical teaching experience and the reflection of the action research, the researcher not only got a lot of benefits in the pedagogical knowledge, knowledge of student and his character, knowledge of value, goal of teacing, but also became a better teacher. It was revealed that a teacher can use the self-reflectional action research to find out his practical theorems, and that the action research of practical theorems can be of great help to a teacher’s professional development. In other words, action research, practical theories and professional development are deeply related. Due to the reflection of the action research, the researcher can develop his teahing practical theories, and also have much more confidence in his own teaching. Furthermore, the process of reflection enables the researcher to experience more about the way of teaching, the content of teaching, and the goal of teaching, and it brings on the researcher’s professional development as well. Therefore, the beginning teacher can build up his teaching practical theories as well as improve his professional development with the use of the action research which can provide references for teachers training programs.
目 次
中文摘要------------------------------------------------------Ⅰ
英文摘要------------------------------------------------------Ⅱ目次----------------------------------------------------------Ⅲ
表次----------------------------------------------------------Ⅳ
圖次----------------------------------------------------------Ⅳ
附錄次--------------------------------------------------------Ⅳ
第壹章 緒論
第一節 研究背景與研究動機-----------------------------------1
第二節 研究目的與待答問題-----------------------------------5
第三節 名詞釋義---------------------------------------------6
第四節 研究範圍與限制---------------------------------------7
第貳章 文獻探討
第一節 實務理論的意涵---------------------------------------8
第二節 專業成長--------------------------------------------14
第三節 行動研究--------------------------------------------17
第參章 研究設計與方法
第一節 研究者的背景與理念----------------------------------26
第二節 研究情境--------------------------------------------29
第三節 資料收集與分析--------------------------------------32
第四節 研究流程--------------------------------------------35
第肆章 研究結果與討論
第一節 研究者自省的教學實務理論----------------------------37
第二節 任教班級學生所看到的實務理論------------------------60
第三節 資深教師所看到的實務理論----------------------------63
第四節 修正或調整實務理論的原因----------------------------74
第五節 專業成長的探索--------------------------------------77
第伍章 結論與討論--------------------------------------------84
參考文獻-----------------------------------------------------87
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