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研究生:柴成瑋
論文名稱:教師課程潛力與教學想像之探究
指導教授:甄曉蘭甄曉蘭引用關係
學位類別:博士
校院名稱:國立臺灣師範大學
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:2013
畢業學年度:101
語文別:中文
論文頁數:260
中文關鍵詞:課程潛力教學想像質性個案研究個人立論課程實踐
外文關鍵詞:Teacher Curriculum PotenticalPedagogical ImaginationQualitative case studyPersonal theorizingCurriculum praxis
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本研究旨在探究教師課程潛力和教學想像的意涵,及其對教師邁向課程實踐的蘊義。透過相關文獻析論教師課程潛力和教學想像的定義、可能的生成途徑與價值,並論證在個別教室脈絡影響教師展現課程潛力和教學想像的因素,最後歸結教師轉化課程潛力對邁向課程實踐的助益。本研究採質性個案研究,選擇三位國小經驗教師作為個案,透過訪談和參與觀察理解個案教師課程潛力的生成與展現,分析促進教學想像的動因,探討會影響教師展現課程潛力的相關因素,以及個案教師反思個人立論邁向課程實踐的歷程。綜合探究歷程並與文獻辯證後歸結出以下結論:一、個人立論係教師蓄積並開展課程潛力的軸心,而身分認同、敘事反思和審美經驗的轉化則有助於教師觸動、激發個人課程潛力。二、課程詮釋確為教師展現課程潛力的重要指標,惟課程詮釋之根本目的在建構適性的教學脈絡,故教師宜透過想像重新理解生活世界,依據適性原則採取合宜的行動,以促進對脈絡的理解與反思。三、教學想像是教師展現課程潛力並邁向實踐的關鍵路徑,個案教師的教學想像常源自對學習困惑的自我歸因和經驗的論辯省思,對學生特質與需求的回應則是她們建構教學想像的核心。依據前述結果對教師展現課程潛力之建議包括:省思個人立論、尊重學生主體意識和學習興趣,可促使教師彈性建構詮釋脈絡;因應課程實施歷程修正個人立論和教學想像視角,解構個人經驗和實踐知識,可活化教師課程潛力;敏於覺察課程材料和學生之間的差異,並參與跨學群進修的教師,有益於活絡教學想像。對後續探究內涵與方向則包括從不同面向探究引發課程潛力和教學想像的成因,和不同屬性與地域教師展現課程潛力的方式。
An Inquiry of Teachers’ Curriculum Potential and Pedagogical Imagination
This study was intended to explore the implications of teachers’ curriculum potential and pedagogical imagination, and what connotations they would demonstrate in curriculum praxis through qualitative case study. The review of literature included three parts: (1) the definitions and values of, and ways of emerging for teachers’ curriculum potential and pedagogical imagination; (2) factors influencing teachers’ curriculum potential and pedagogical imagination in classroom contexts; (3) the benefits of transforming teacher curriculum potential for curriculum practices. These three experienced teachers were selected for this study, and the methods applied in the study included interview and participant observation. Research results indicated that (1) personal theorizing is the base for teachers to demonstrate their curriculum potential; identity, narrative reflection and the transformation of aesthetic experience are helpful stimulating teachers’ curriculum potential ; (2) curriculum interpretation is an important indicator which help teachers to show their curriculum potential, in order to promote the reflection of pedagogical context, teachers should take appropriate actions relevant to the student learning; (3) pedagogical imagination was crucial to teachers’ curriculum potential and would benefit pedagogical practices; responding the characteristic and needs of student is the core of teachers’ pedagogical imagination. Suggestions were made for teacher practitioners on expanding curriculum interpretative perspective from different aspects, reconstructing personal practical theory considering for enhancing different approaches for future research.
第一章 「我」一個教師對課程潛力的想像.................................................1
第一節 從不同的探尋說起......................................................................................1
第二節 探究目的....................................................................................................11
第三節 名詞釋義....................................................................................................12
第四節 探究的途徑................................................................................................13
第二章 課程潛力與教學想像的探查.............................................................16
第一節 課程潛力及教學想像的意涵與價值........................................................16
第二節 教師課程潛力的覺察與展現....................................................................45
第三節 教師轉化與實踐課程潛力的驅力............................................................56
第三章 探究方法與策略.....................................................................................71
第一節 探究策略的選擇........................................................................................71
第二節 探究方法與設計........................................................................................76
第三節 研究的信效度............................................................................................95
第四節 研究者的角色及研究倫理……………………………………….……...98
第四章 探看教師的課程潛力與教學想像…........………………….…….100
第一節 課程潛力的活水源頭…………...............……………….…….……….100
第二節 發現教學想像的契機................……………………………….……….135
第三節 教師個人立論的省思與辯證……………………………….………….173
第五章 個案教師課程潛力的生成與展現…………........……….………195
第一節 影響教師展現課程潛力的動因……………………………….……….195
第二節 課程詮釋會催化並展現教師課程潛力………………………………..207
第三節 教師展現課程潛力與邁向實踐的關鍵路徑—教學想像……………..213
第六章 展望教師課程潛力與教學想像........………….......…………….219
第一節 對教師精進課程潛力與教學想像的建議……………………………..220
第二節 對後續探究的建議..................................................................................228
後記...........................................................................................................................230
參考文獻...............................……………..............................................................233
壹、中文部分…………………………………..………………………………...233
貳、英文部分……………………………………………………………………..237
附錄...........................................................................................................................254
附錄一 個案教師訪談大綱與參與觀察架構.....………………............……….254
附錄二 梅清老師發展的評量規準表..................................................................257
附錄三 齊毓老師學生作品..................................................................................259
表次
表2-1不同層級的詮釋特質....................................................................................41
表3-1前探研究訪談對象一覽表...........................................................................77
表3-2前探研究對象一覽表...................................................................................78
表3-3資料管理與編號系統....................................................................................91
表4-1勤師學生閱讀課文重點和提問整理..........................................................155
圖次
圖2-1課程詮釋工具—配對輪盤............................................................................43
圖3-1個案研究實施流程........................................................................................85
圖3-2研究架構圖....................................................................................................94
圖4-1齊師算式填充題教學..................................................................................115
圖4-2齊師學生自製學具......................................................................................125
圖4-3梅師學生《標點符號歷險記》摘要練習..................................................147
圖6-1課程情景與課程潛力的聯結......................................................................219

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