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研究生:邱憶惠
研究生(外文):Chiu Yi Hui
論文名稱:國小級任教師知識之個案研究
論文名稱(外文):ELEMENTARY SCHOOL CLASSROOM TEACHERS’ KNOWLEDGE
指導教授:陳密桃陳密桃引用關係
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:2002
畢業學年度:90
語文別:中文
論文頁數:435
中文關鍵詞:教師知識國小級任教師
外文關鍵詞:teachers’ knowledgeclassroom teacher
相關次數:
  • 被引用被引用:120
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  • 收藏至我的研究室書目清單書目收藏:11
本研究旨在探討國小級任教師之教師知識。主要研究目的在於了解國小級任教師的知識本質,分析其推理與行動,並探究教師知識的發展。本研究選取兩位有經驗的國小級任教師分別進行個案研究,並輔以觀察、訪談、與文件分析等資料蒐集策略,進而做整理與分析,前後長達三年的時間。
依據上述的研究目的與方法,本研究獲得下列的結論:
一、從知識的類別、結構、與來源以說明教師知識的內涵。
(一)教師知識之類別可分為自我知識、課程知識、學習者知識、學科知識、學科教學法知識、一般教學法知識、和情境脈絡知識等七大類。兩位教師的的知識同時包含了實用知識、實際知識、及實務知識等三種概念,雖然這三種概念並沒有高低之別,卻有多寡之分,主要以實際知識佔較大的成分,其次為實務知識。
(二)教師的知識結構無法呈現教師的完整思考。故探究教師知識時,則需兼顧討論教師的推理與行動,才能了解教師如何改變知識結構。
(三)教師知識的來源具理論性與實務性。來源越豐富,教師專業發展則越具有顯著的成長性;有些來源為教師主動發掘,有些則是情境所賦予的,個人與情境的關係經常無法清楚地劃分。
二、國小級任教師的推理與行動分成非學科及教學兩方面;且具有濃厚的情境化與個別化。
(一)教師的非學科性行動雖有充分的自主性,卻也受學生與學校兩因素所牽絆;並同時具有支援功能和干擾教學行動的弊病。
(二)教學推理與行動之階段間有前後順序,活動之間呈循環性。在教學前階段,教師著重學生、課程、與學科等因素,面臨教改與課程改革,教師重視學生與課程的理解,不再只侷限於學科;甚至優先考量學生與課程因素,再決定學科內容與教學方法。在交互階段,表徵、監控、與評量等活動因教師的需要而交替出現,三種活動沒有前後順序之分。教學後階段包括反省、專業發展、和與同事的互動,教學後的反省是屬於行動上的反省,兩位教師都同時兼具技術、實務、和批判等三層次。教師的反省提昇了專業的品質,而教師學習也促進了教師的專業發展;兩位教師教師自行選擇與決定什麼樣的方式來促進個人的專業發展,因個人的積極學習,使自己與同事都有顯著的專業成長,同事間的相互合作也使教學實務工作順利;所以兩位教師的反省層面已不再侷限單純的個人化,還包含濃厚的團體性。
(三)知識與行動是一體兩面,自我知識、轉化、與新理解連結這兩者。
三、知識的學習就是一種行動,知識的改變係因實務工作的需要,教師們同心協力並相互合作使自己成為知識行動者。
This study of teachers’ knowledge described how two elementary school classroom experienced teachers developed their knowledge and action in the practical work. This case study drew on information collected over two years from interviews, classroom observations, and documents.
The findings of this research were as following:First, the nature of teachers’ knowledge is identified by seven domains, structure of practice, and multiple sources. Second, teachers’ reasoning and action that is composed of three undisciplinary activities and a pedagogical process is situated and personal. Third, it is an action that teachers’ knowledge needs to be learned and changed in professional practice. It is important teachers and others playing leaders conjoin their efforts to construct knowledge of practice.
第一章 緒論……………………………………………………………………1
第一節 研究動機與背景……………………………………………………1
第二節 研究目的與研究問題………………………………………………6
第三節 名詞釋義……………………………………………………………7
第四節 研究限制……………………………………………………………9
第二章 文獻探討…………………………………………………………….13
第一節 教師知識的研究趨勢………………………………………………13
第二節 教師知識的內涵……………………………………………………20
第三節 教學推理與行動……………………………………………………49
第四節 教師知識之相關研究………………………………………………67
第三章 研究設計與實施…………………………………………………….85
第一節 研究方法……………………………………………………………85
第二節 研究步驟……………………………………………………………98
第三節 資料整理與分析………………………………………………….111
第四章 綠老師的個案研究結果與分析………………………………….115
第一節 非學科的推理與行動……………………………………………115
第二節 教學推理與行動…………………………………………………131
第三節 知識類別…………………………………………………………189
第四節 教師知識的結構與來源…………………………………………222
第五節 教師學習與知識…………………………………………………233
第五章 黃老師的個案研究結果與分析……………………………………243
第一節 非學科的推理與行動……………………………………………243
第二節 教學推理與行動…………………………………………………258
第三節 知識類別…………………………………………………………294
第四節 教師知識的結構與來源…………………………………………324
第五節 教師學習與知識…………………………………………………334
第六章 綜合分析與討論……………………………………………………339
第一節 教師知識的內涵…………………………………………………339
第二節 教師的推理與行動………………………………………………369
第三節 教師知識的發展…………………………………………………383
第七章 結論與建議…………………………………………………………391
第一節 結論………………………………………………………………391
第二節 建議………………………………………………………………399
參考書目………………………………………………………………………407
一、中文部分……………………………………………………………….407
二、英文部分……………………………………………………………….411
附錄
附錄一 訪談問題之範例………………………………………………………427
附錄二 研究現場活動與時間…………………………………………………428
附錄三 資料分析名稱之代號表………………………………………………431
附錄四 個案分析之大綱─綠老師……………………………………………432
附錄五 個案分析之大綱─黃老師……………………………………………434
參 考 書 目
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江玉婷(民84)。國中地球科學教師學科教學知識之研究。國立台灣師範大學地球科學研究所碩士論文,未出版。
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