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研究生:江月姻
論文名稱:國民小學教師教學信念之研究
指導教授:陳慧芬陳慧芬引用關係
學位類別:碩士
校院名稱:臺中師範學院
系所名稱:國民教育研究所
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:221
中文關鍵詞:教師教學信念教學內涵教學行為
相關次數:
  • 被引用被引用:184
  • 點閱點閱:1300
  • 評分評分:
  • 下載下載:422
  • 收藏至我的研究室書目清單書目收藏:16
摘 要
教師教學信念是教師在教學中所秉持和教學有關的觀點,和教學行為有密切的關聯。本研究以一所小學一個教師林老師為研究對象,採質性個案研究的方法,運用現場觀察、訪談、文件蒐集等方式獲得資料,進行分析與詮釋,以探討林老師的教學信念、影響其教學信念的因素,及其教學信念與實際教學行為的關係。本研究之結論、建議和省思、體悟如下:
壹、結論
一、林老師的「教學信念」是來自自內心深處的一份宗教情懷。「人生而不平等,後天
不應該更加強它的不平等!」「如何讓不會的孩子變會,讓會的孩子變得更會!讓孩子找到生命的著力點。」是努力的最大指標。
二、林老師的教學信念
(一)對教學內涵的信念:學習環境佈置豐富而多元;教學歷程與內容,重視基礎能
力、強調多觀察、多討論激發創意;教材教法強調豫則立不豫則廢;教學評量強調過程、態度重於結果。
(二)對教室管理的信念:應用視聽媒體維持秩序;柔柔叮嚀,堅定要求學生謹守分
際;有意見先建議,指出問題,要求學生改進;容許交談、討論,激發創意,心胸開放,多給學生正向鼓勵;教學佈置在意學生的需要,營造溫馨的氣氛。
(三)對師生關係的信念:了解學生特質給予引導啟發;溫柔相待堅定要求;發掘學生潛能,指引未來發展方向;清楚教師角色轉換,亦師亦友。
(四)對學生的信念:學生是珍貴的個體,用心體悟學生生命多樣性;了解本質,公
平對待、給與引導啟發;學生需要指導、幫忙與鼓勵;讓不會的變會,會的更
會。
三、影響林老師的教學信念的因素:包括個人因素中的個人特質、教學年資、生命重
要他人及成長過程中所欠缺的;任教環境因素中的學校因素、學生特質。
四、林老師的教學信念與教學行為的關係:
(一)教學內涵方面:教室是學生學習的家,教學佈置豐富而多元;激發學生學習興趣、教學專業要充實;學生基本能力要開發,善用引導、觀察與討論;重視形成性評量,教學歷程常巡視;解決學生學習困境,教師觀察、紀錄、反省求進步;凡事豫則立不豫則廢,教材準備功夫深。
(二)教室管理方面:讓學生持續學習,善用視聽器材維護秩序;學生需謹守分際,教師柔和叮嚀、堅定要求;容許學生交談討論,讓學生快樂學習;佈置在意學生需求,營造溫馨教學氣氛
(三)師生關係方面:了解學生生命本質,激發潛能、引導成長方向;人天生不平等,教師公平對待每個學生;讓學生快樂學習,師生關係亦師亦友。
(四)學生方面:學生是珍貴個體,依本質因勢利導;讓學生快樂學習,教材教法常調整;學生是教師耕耘的土地,扮演學生的良師益友。
本研究依據結論試提數項建議以供參考。
關鍵詞:教師教學信念、教學內涵、教學行為。
Abstract
Instructor’s teaching belief, which is instructor’s concept of teaching while teaching students, is closely related to teaching behavior. This research takes an elementary school teacher as the studying object, adopts qualitative case studying as studying method, obtains information by on-the-spot observing, interviewing, papers collecting and so on, and analyzes and interprets the information in order to discuss Mr./ Ms. Lin’s teaching belief, the factors effected his/ her teaching belief, and the relation between teaching belief and teaching behaviors. The conclusions, suggestions, and introspection and comprehension are as the following:
I. Conclusion:
a.“The teaching belief” of Teacher Lin is from the religious faith of the inner
mind. “ Human beings are born unequally. The later environment should
not aggravate these unequal parts.” “ How to help students who learn slowly learn well and make well learning students learn more so as to help them
to get their landing points of lives.” The both sentences express his/ her biggest
goal of devotion in education.
b. Teaching belief of Teacher Lin: the belief for teaching content, classroom administration, interrelation between an instructor and students, and students.
c. The factors affected Teacher Lin ’s teaching belief: The factors included personal background and teaching environment.
d. The relation between Teacher Lin ’s teaching belief and teaching behaviors: the relation affected teaching belief among teaching content, classroom manage, instructor and students’ relation, students, the relation between four direction of belief and teaching behaviors.
Try to take some suggestions for reference according to result of this research.
Key words: Instructor’s teaching belief, teaching content, and teaching behaviors
目 次
第一章緒論
第一節研究動機與目的…………………………………………1
第二節名詞釋義…………………………………………………4.
第三節研究限制………………………………………………..5
第二章文獻探討
第一節信念的概念分析………………………………………..7
一、信念的意義……………………………………………..7
二、信念的本質…………………………………………….10
三、信念的系統…………………………………………… 12
四、信念的作用…………………………………………… 15
第二節教師教學信念的意涵……………………………….. 16
一、教師教學信念的意義………………………………… 16
二、教師教學信念的特性………………………………… 17
三、教師教學信念的內涵………………………………… 20
四、教學信念的功能…………………………………….. 30
五、影響教師教學信念的因素…………………………….32
六、教學信念與教學行為之關係………………………… 39
第三節教師教學信念的相關研究…………………………….48
一、教師對「教學內涵」信念的相關研究…………………48
二、教師對「教室管理」信念的相關研究…………………57
三、 教師對「師生關係」的信念的相關研究………………61
四、 教師對「學生」的信念的相關研究..…………………64
第三章 研究方法與實施程序
第一節研究方法…………………………….………………..69
一、採用質化研究的原因……………………………………69
二、採用個案研究的原因…………………………………..70
第二節 研究者的背景與角色………………………………….71
一、研究者的背景…………………………………………..71
二、研究者的角色……………………………………………72
第三節 研究歷程與資料蒐集…..…………………………….73
一、研究歷程與步驟………………………………………..73
二、資料的蒐集與紀錄…………………………………….73
第四節 資料的處理與分析………………………………….77
一、初步意義的形成……………………………………….77
二、逐漸形成類別、主題、組型…………………….…..77
三、考驗主題或組別的適切性…………….……………..78
四、解釋資料…………………….………………………..79
五、撰寫整理.……………………………………………..79
第五節 研究的信度與效度……….……………………..79
一、校正信度……………………….…………………….80
二、校正效度……………………….…………………….81
第四章 研究結果分析與討論
第一節林老師--一個忠於自己獨特信念的堅毅者…………..82
一、豐富的生命內涵,來自教育歷程與教學經歷……….83
二、堅定的教學信念,受生命中重要人物的影響……….84
三、獨特的生命特質,造就獨特的生命內涵 ……………90
四、 林老師對自我生命最大的期許.………………….…107 第二節 林老師的教學信念………………..……………..…….114
一、林老師對「教學內涵」的信念………………………114
二、林老師對「教室管理」的信念………………………130
三、林老師對「師生關係」的信念……………………..139
四、林老師對「學生」的信念……………………………144
第三節 影響林老師教學信念的因素………….…………….151
一、個人因素…………………………………….……….151
二、任教環境因素………………………………….…….159
第四節 林老師的教學信念與教學行為的關係……………….164
一、對教學內涵的信念與教學行為的關係 ……………...165.
二、對教室管理的信念與教學行為的關係………………174
三、對師生關係的信念與教學行為的關係………….……178
四、對學生的信念與教學行為的關係…………….……..182
第五章 結論、省思與建議
第一節 結論….………………………………………….………189
第二節 建議……..…………………………………………….195
後記-----省思與體悟……………………………………………………….198
參考書目
中文部份……………………………………………………………………203
西文部份………………………………………………………….……….207
附錄
附錄 一 教室觀察的單元及名稱暨教室觀察記錄編碼表…………….217
附錄 二 半結構式訪談及訪談林老師大綱及導言………………..…..218
附錄 三 訪談編碼表……………………………………………..……..221
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