跳到主要內容

臺灣博碩士論文加值系統

(44.221.70.232) 您好!臺灣時間:2024/05/21 06:06
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:蔡雅旬
研究生(外文):Ya-Hsun, Tsai
論文名稱:高中電腦教師之建構式教學信念
論文名稱(外文):The Constructivist Beliefs of High School Computer Teachers
指導教授:吳正己吳正己引用關係
指導教授(外文):Cheng-Chih, Wu
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:資訊教育學系
學門:教育學門
學類:專業科目教育學類
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:82
中文關鍵詞:高中電腦教師建構式教學教學信念
外文關鍵詞:High schoolComputer teacherconstructivistteacher’s beliefs
相關次數:
  • 被引用被引用:2
  • 點閱點閱:217
  • 評分評分:
  • 下載下載:14
  • 收藏至我的研究室書目清單書目收藏:0
本研究以台北市13所公立高中共22位電腦教師為研究參與者,目的旨在瞭解高中電腦教師的教學是否讓學生瞭解到科學與日常生活的相關性、教師的科學本質觀、教師所營造的教學環境是否可讓學生對於其教材教法表示意見、教師是否和學生分享其權力、教師於課堂上是否提供機會讓學生和其他同學討論等五個面向之建構式教學信念,並欲探討不同背景(如性別、年齡、相關科系、教學年資等)的電腦教師其建構式教學信念有何差異。研究方法主要是以量表瞭解參與教師的建構式教學信念,為明確瞭解教師的建構式教學信念,亦針對教師所教授的班級進行施測,最後輔以課堂觀察與訪談以進一步探討高中電腦教師的建構式教學信念及其相關影響因素。
研究結果顯示,高中電腦教師僅在與學生分享其權力部份傾向傳統教學,課程規劃上大多以其為中心,較少與學生一同規劃上課內容及學習活動;其餘面向之教學信念則均傾向於建構式教學。教師在教導學生瞭解科學與日常生活的相關性之面向自認的建構式教學信念比學生實際所感受到的要高,可能是因為教師僅是舉例引證讓學生瞭解電腦科學的相關概念,而非讓學生將其所學到的電腦科學相關知識實際運用到日常生活,建構出屬於他們自己的知識。教師在與學生分享其權力之面向自認的建構式教學信念比學生實際所感受到的要低,可能是臺灣學生普遍有尊師重道的觀念,即使課程內容大多以教師為中心進行規劃,學生也都能接受。此外,高中電腦教師的建構式教學信念會因性別不同而有些許差異,女性教師在科學本質觀及瞭解學生學習情況部份表現出較男性教師為高的建構式教學信念。

This study aims to investigate the constructivist beliefs of high school computer teachers and how their background (such as gender, age, college major, and years of teaching computer courses) may affect their beliefs. The constructivist beliefs of teachers were examined from six dimensions: personal relevance, uncertainty, critical voice, shared control- teaching, shared control- learning, and student negotiation. A questionnaire designed to survey the constructivist beliefs of teachers was distributed to twenty-two computer teachers from thirteen public high schools in Taipei City. To further understand if there are differences between what teachers self-reported in the questionnaire and what their students actually perceived was also conducted to a class of students. Following the questionnaire survey, classroom observations and interviews were carried out to clarify questions that had emerged from the preliminary questionnaire analysis results.
The analysis of the questionnaires suggested that the beliefs of computer teachers occupied over the middle ground of the constructivism, except in shared control- teaching, that both the teachers and their students considered teachers less constructivism in sharing power with students in planning instructional contents and activities. The differences found was in two dimensions, which were the personal relevance and shared control- teaching. Classroom observations and interview data revealed that the discrepancy in personal relevance could be due to the fact that teachers tended to illustrate course materials from their personal experience, rather than from students’ perspectives. The discrepancy in shared control- teaching could be due to the traditional culture of respecting teachers, which made students be more inclined to accept what teachers planned for them. The teachers’ constructivist beliefs were influenced by gender differences. Female teachers would emphasize more on teaching the science nature than the male teachers; and that students were more like to share their learning situations with female teachers than male teachers.

附表目錄 vi
附圖目錄 vii
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 3
第三節 研究範圍與限制 3
第四節 名詞解釋 3
第二章 文獻探討 4
第一節 教學信念 4
第二節 建構式教學 11
第三節 建構式教學環境量表 14
第三章 研究方法 17
第一節 研究設計 17
第二節 研究參與者 18
第三節 研究工具 19
第四節 實施步驟 23
第五節 資料分析 25
第四章 結果與討論 26
第一節 建構式教學信念量表結果分析 26
第二節 個案分析 33
第三節 綜合討論 64
第五章 結論與建議 69
第一節 結論 69
第二節 建議 71
參考文獻 73
附錄一 建構式教學信念量表 77
附錄二 建構式教學信念量表 79
附錄三 課堂觀察表 81
附錄四 訪談大綱 82

方吉正(1998)。教師信念研究之回顧與整合:六種研究取向。教育資料與研究,20,36-44。
王恭志(2000)。教師教學信念與教學實務之探析。教育研究資訊,8(2),84-98。
王靜如(2001)。小學教師科學本質概念及教學之研究。科學教育學刊,9(2),197-217。
古鈞元(2002)。教師教學信念與資訊科技融入教學:國中地理教師個案研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
佘曉清(1999)。生物教師的教學信念、教學、與師生互動--個案研究。科學教育學刊,7(1),35-47。
吳正己(2010)。台灣中小學資訊科技教育的沿革與現況。中國教育技術協會資訊技術教育專業委員會第六屆學術年會暨海峽兩岸信息技術教育研討會論文集(頁7-11)。西安,中國。
沈碧麗(2006)。高職電腦教師教學信念之個案研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
林清財(1990)。我國國民小學教師教學信念之相關研究(未出版之博士論文)。國立政治大學,臺北市。
高強華(1992)。教師信念研究及其在學校教育革新上的意義。教育研究所集刊,34,85-114。
教育部(2009)。普通高級中學資訊科課程綱要補充說明。臺北:教育部。
郭重吉(1996)。從建構主義談數理師資培育的革新。科學發展月刊,24(7),555-562。
陳宏煒(2002)。高中電腦課程實施現況調查(未出版之碩士論文)。國立臺灣師範大學,臺北市。
陳忠志、Taylor, P. C.、Aldridge, J. M.(1998)。國中教師科學本質及科學教學信念對理化教室環境的影響。科學教育學刊,6(4),383-402。
單文經、張碧玲(2001)。國中英語教師對溝通式教學觀之教學信念研究。教育研究月刊,84,37-48。
湯仁燕(1993)。國民小學教師教學信念與教學行為關係之研究(未出版之碩士論文)。國立臺灣師範大學,臺北市。
黃台珠、Aldridge, J. M.、Fraser, B. J.(1998)。台灣與西澳科學教室環境的跨國研究:結合質性與量的研究方法。科學教育學刊,6(4),343-362。
楊榮祥、Fraser, B. J.(1998)。台灣和西澳科學教室環境的合作研究-研究架構、方法及對台灣科學教育的啟思。科學教育學刊,6(4),325-342。
甄曉蘭、周立勳(2001)。國小教師自然科教學信念之調查研究。國民教育研究學報,7,215-241。
甄曉蘭、周立勳、洪美齡(2003)。國小教師社會科教學信念及其相關因素之探討。教育研究資訊,11(4),25-56。
蔡淑君、段曉林、邱守榕(2006)。數理教師對科學、數學與數理統整的態度與信念。科學教育學刊,14(5),545-570。
鍾佑民(1999)。國民小學電腦科教師教學信念、教師期望與教學行為之俗民誌研究(未出版之碩士論文)。淡江大學,新北市。
Abelson, R. P. (1979). Differences Between Belief and Knowledge Systems. Cognitive Science, 3(4), 355-366. doi: 10.1207/s15516709cog0304_4
Aldridge, J. M., & Fraser, B. J. (2000). A Cross-cultural Study of Classroom Learning Environments in Australia and Taiwan. Learning Environments Research, 3(2), 101-134. doi: 10.1023/a:1026599727439
Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a crossnational study in Taiwan and Australia. International Journal of Science Education, 22(1), 37-55. doi: 10.1080/095006900289994
Bauch, P. A. (1984). The Impact of Teachers' Instructional Beliefs on Their Teaching: Implications for Research and Practice. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
Borg, M. (2001). Key Concepts in ELT: Teachers' beliefs. ELT Journal, 55(2), 186-188.
Brickhouse, N. W. (1990). Teachers' Beliefs about the Nature of Science and Their Relationship to Classroom Practice. Journal of teacher education, 41(3), 53-62.
Brown, C. A., & Cooney, T. J. (1982). Research on Teacher Education: A Philosophical Orientation. Journal of Research and Development in Education, 15(4), 13-18.
Chen, C. C., Taylor, P. C., & Aldridge, J. M. (1997). Development of a Questionnaire for Assessing Teachers' Beliefs about Science and Science Teaching in Taiwan and Australia. Paper presented at the the Annual Meeting of the National Association for Research in Science Teaching, Oak Brook, IL.
Chen, C. C., Taylor, P. C., & Aldridge, J. M. (1998). Combining quantitative and qualitative approach in a cross-national study of teacher beliefs about science. Paper presented at the the Annual Meeting of the National Association for Research in Science Teaching, San Diego, CA.
Clark, C. M., & Peterson, P. L. (1984). Teachers' Thought Processes. Occasional Paper No. 72. Michigan, MI: Institute for Research on Teaching, College of Education, Michigan State University.
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23(7), 5-12. doi: 10.3102/0013189x023007005
Driver, R., & Oldham, V. (1986). A Constructivist Approach to Curriculum Development in Science. Studies in Science Education, 13, 105-122.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: an introduction to theory and research. Reading, MA: Addison-Wesley.
Johnson, B., & McClure, R. (2004). Validity and Reliability of a Shortened, Revised Version of the Constructivist Learning Environment Survey (CLES). Learning Environments Research, 7(1), 65-80. doi: 10.1023/B:LERI.0000022279.89075.9f
Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non‐native speakers of English. Journal of Reading Behavior, 24(1), 83-108. doi: 10.1080/10862969209547763
Kim, H. B., Fisher, D. L., & Fraser, B. J. (1999). Assessment and Investigation of Constructivist Science Learning Environments in Korea. Research in Science and Technological Education, 17(2), 239-249.
Nespor, J. (1987). The Role of Beliefs in the Practice of Teaching. Journal of Curriculum Studies, 19(4), 317-328.
Olson, J. (1981). Teacher influence in the classroom: A context for understanding curriculum translation. Instructional Science, 10(3), 259-275. doi: 10.1007/bf00139803
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307-332. doi: 10.3102/00346543062003307
Palak, D., & Walls, R. T. (2009). Teachers' Beliefs and Technology Practices: A Mixed-Methods Approach. Journal of Research on Technology in Education, 41(4), 417-441.
Porter, A. C., & Freeman, D. J. (1986). Professional Orientations: An Essential Domain for Teacher Testing. The Journal of Negro Education, 55(3), 284-292.
Prawat, R. S. (1992). Teachers' Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354-395.
Rokeach, M. (1968). Beliefs, attitudes, and values: a theory of organization and change. San Francisco, CA: Jossey-Bass.
Shavelson, R. J., & Stern, P. (1981). Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior. Review of Educational Research, 51(4), 455-498. doi: 10.3102/00346543051004455
Sigel, I. E. (1978). Constructivism and Teacher Education. The Elementary School Journal, 78(5), 333-338. doi: 10.2307/1001402
Tabachnick, B. R., Zeichner, K. M., Densmore, K., Adler, S., & Egan, K. (1982). The Impact of the Student Teaching Experience on the Development of Teacher Perspectives. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Taylor, P. C., Dawson, V., & Fraser, B. J. (1995). A Constructivist Perspective on Monitoring Classroom Learning Environments Under Transformation. Paper presented at the annual meeting of the National Association for Research on Science Teaching, San Fransisco, CA.
Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293-302. doi: 10.1016/s0883-0355(97)90011-2
Thompson, A. G. (1984). The Relationship of Teachers' Conceptions of Mathematics and Mathematics Teaching to Instructional Practice. Educational Studies in Mathematics, 15(2), 105-127.
Treagust, D. F. E., Duit, R., & Fraser, B. J. (1996). Improving Teaching and Learning in Science and Mathematics. New York, NY: Teachers College Press, Teachers College, Columbia University.
Tucker, A., Deek, F., Jones, J., McCowan, D., Stephenson, C., & Verno, A. (2003). A Model Curriculum for K–12 Computer Science: Final Report of the ACM K–12 Task Force Curriculum Committee. Retrieved from http://scalablegamedesign.cs.colorado.edu/gamewiki/images/e/ee/CSTA,_K-12ModelCurr2ndEd.pdf
von Glasersfeld, E. (1989). Constructivism in Education. In: Husen, T. &
Postlethwaite, T. N. (eds.) (1989) The International Encyclopedia of Education, Supplement Vol.1. Oxford, New York: Pergamon Press, 162–163. Retrieved from http://www.vonglasersfeld.com/114
Wilkins, J. (2008). The relationship among elementary teachers’ content knowledge,
attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164. doi: 10.1007/s10857-007-9068-2
Wilkinson, W., Treagust, D., Leggett, M., & Glasson, P. (1988). The teaching‐learning environment in a student‐centred physics classroom. Research Papers in Education, 3(3), 217-233. doi: 10.1080/0267152880030304

連結至畢業學校之論文網頁點我開啟連結
註: 此連結為研究生畢業學校所提供,不一定有電子全文可供下載,若連結有誤,請點選上方之〝勘誤回報〞功能,我們會盡快修正,謝謝!
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top