查詢結果分析
來源資料
頁籤選單縮合
題 名 | 教師知識對社會科教師之運作課程的影響=The Effect of Teachers' Knowledge on Operational Curriculum of Social Study Teacher |
---|---|
作 者 | 鄭明長; | 書刊名 | 國教學報 |
卷 期 | 12 2000.07[民89.07] |
頁 次 | 頁91-115 |
分類號 | 523.35 |
關鍵詞 | 社會科; 教師知識; 運作課程; Social study; Teachers' knowledge; Operational curriculum; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究目的在探討教師知識對其教師建構運作課程的影響,藉由教室教學活動的非參與觀察,以了解不同學習領域背景的國小社會科教師在建構運作課程的內容與方式上的差異。本研究發現:首先,教師會主動依據其教育目標、教學法知識和對學生的了解,運用其學科知識和對社會脈絡的了解來調整建構運作課程;其次,教師知識影響運作課程建構的歷程,教師知識較為豐富且統整的老師,會為運作課程的主題之間建立關係性脈絡,並透過運作課程引導學生學習高層次的學習策略,進行歷史比較,了解歷史事件背後的意舍,並透過角色扮演式的言談方式引導學生進入歷史現場;再次,教師在建構運作課程時,各種教師知識對運作課程建構的影響不同,教師所注重層面會影響其運作課程的重心。依據這些發現,研究者分別針對教學、學校行政、教師進修與研究提出建議。 |
英文摘要 | The purpose of this study is to explore how teacher's knowledge affects teacher's operational curriculum. This study investigates the difference in instructional content and in ways of constructing operational curriculum between the two social study teachers with different background knowledge. The results indicate that two teachers construct actively operational curriculum. Firstly, teachers construct actively operational curriculum accord with his knowledge about educational purpose, pedagogical knowledge, and student. Secondly, teacher's knowledge affects the constructive process of operational curriculum. With rich and integrative knowledge, the teacher can construct relational context for themes, and can guide student to learn higher-lever learning strategy and to understand the implication of history events. Finally, when constructing operational curriculum, teachers with different background knowledge stress different aspects in operational curriculum. These results were future discussed and suggestions for teaching and studies were proposed. |
本系統中英文摘要資訊取自各篇刊載內容。