查詢結果分析
相關文獻
頁籤選單縮合
題 名 | 國小教師建立教學檔案經驗之個案研究=A Case Study about the Experience of Elementary School Teachers' Constructing Their Teaching Portfolios |
---|---|
作 者 | 鄭宇樑; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷 期 | 6 2000.06[民89.06] |
頁 次 | 頁183-225 |
分類號 | 521.3 |
關鍵詞 | 教學檔案; 個案研究; Teaching portfolios; Case study; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在瞭解國小老師建立教學檔案的經驗及對相關問題的看 法,並依據研究的結果提出建議。 本研究採取個案研究法,研究對象是高老師,對其教學檔案做文件分析,並進行 半結構訪談。本研究之主要發現,如下: 1.教學檔案即教師平時教學所建立的教學資料庫,此教學資料庫具延續性與彈 性。除了是教學工作內容與心得約蒐集外,也是一反省思考的工具。 2.建立教學檔案的主要目的在增進教學活動及幫助學生,然亦兼具 「支援發 展用」及「評鑑能力用」兩種用途。 3.教學檔案的內容必須重質不重量,內容的設計與選用的取捨以寅用性與永久 性為主要考量。內容應豐富多元,如教材、教師產出的材料、教學的成果、學生 的作品、得自他人的訊息……。除了教學工作的相關資料,也應包括省思筆記。 4.教學檔案內容的結構要系統化及其關聯性,對於每一類目,甚至類目下的小 項目都能各自有獨立的資料夾,以方便日後的使用。內容可視需要增刪。至於在 類別上難以區分的統整課程部分,則以計畫單做連結;難以放入資料夾的書籍資 料則以整理參考書籍的方式做處理。 5.教師可根據其教學的需要,從教學檔案的類目中抽出合適的資料或教材加以 應用,亦可從建立的歷程檔案中了解自己的班級經營和教學成果或用以評量學生 的學習成果。此外,更可應用教學檔案於反省思考。教學檔案平時應用於教學, 若有評鑑需要時,再從各目中,彙集成另一本「評鑑用的教學檔案」。 6.要成功的建立教學檔案,教師本身要先自發性的再啟蒙,再次找回自己正確 的教育觀念;行政上最好增加國小專業人員的編制,免除行政工作,讓教師得以 專心於教學,才有餘裕製作教學檔案。7.教學檔案亦可是教師用以自我激勵的 工具,可從中獲得教學工作的充實感,且教師們協同合作所產出的教學檔案資 料,更可加以出版,以傳承前人教學的經驗與智慧。 |
英文摘要 | The purpose of this study was to investigate the experience of elementaryschool teachers' constructing their teaching portfolios and their views of relatedquestions. This study presents several important findings and suggestions aswell. Case study method was used. The subject was Mr. Guo, an elementaryschool teacher. Documentary research and semi-structured interview were alsoused in this study. The main finding of this study were as follows: 1.Teaching portfolios are the data bank which teachers construct over time. The data bank is both ongoing and flexible. It is not only a collection of teachers' performance but also a tool of self-reflection. 2.The main purpose of constructing teaching portfolios is the advancement of teacher and student learning. They can also promote teachers' professional development and provide evidence for several domains about teachers' practice at the same time. 3.Portfolio contents must be put emphasis on quality, not on quantity. The decision on the design and selection of portfolio contents is according to their availability and long time for use. Portfolio contents must contain various materials, as following: course overviews, materials produced by teachers, the outcome of teaching, the work of students ,and letters of assessment from others. They not only contains materials related with teaching, but also the notes of teachers' self-reflection. 4.Portfolio structures have to be systematized and have their relation. Various kinds of materials had better have their own files to the advantage of latter use. The contents of teaching portfolios are flexible. If there are some materials difficult to be constructed in teaching portfolios, it is a good idea to use a worksheet containing references about the teaching units. 5.Teachers can draw the fit material out of teaching portfolios .according to the needs of their teaching. They also can realize their classroom management, outcome of their teaching ,or students' learning through the process of constructing teaching portfolios. In addition, they can use teaching portfolios for reflection. Teacher often use teaching portfolios for daily teaching. If they have the need of assessment, they can draw the suitable materials out of various files to constret a teaching portfolio for assessment. 6.To construct successful teaching portfolios, teacher have to be empowered by themselves and learn the right ideas of education once again. In addition, in order to let teachers have enough time to construct their teaching portfolios, school had better increase the formal staffs to engage in the daily routines, and take them from teachers' daily work. 7.Teachers can also use teaching portfolios for tools to encourge themselves. The teaching portfolios produced by teachers' collaboration can also be published. |
本系統中英文摘要資訊取自各篇刊載內容。