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題名 | 初任幼兒教師班級經營知識的發展及其相關因素之研究=A Case Study of the Development of Preschool Novice Teachers' Knowledge on Classroom Management and Relating Factors |
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作者 | 陳國泰; Chen, Kuo-tai; |
期刊 | 美和技術學院學報 |
出版日期 | 20030400 |
卷期 | 22:1 2003.04[民92.04] |
頁次 | 頁113-140 |
分類號 | 523.26 |
語文 | chi |
關鍵詞 | 初任教師; 幼兒教師; 班級經營; 知識發展; Novice teacher; Preschool teacher; Classroom management; Development of knowledge; |
中文摘要 | 本研究的目的,旨在探討三位於技術學院或科技大學幼保系科畢業、且任教未滿二年的初任幼兒教師運用哪些班級經營知識、該班級經營知識的發展歷程,以及受到哪些因素的影響。研究方法採用質化研究取向中的個案研究法,蒐集資料的方式則包括自然觀察與深度訪談。經過一年時間的探究,研究者獲得幾個主要的研究發現:(1)初任幼兒教師班級經營的知識,主要包括「班級經營的目的」、「建立班級常規」、「行為的輔導」、「處理學生的糾紛」、「課程與活動的安排」及「親師溝通」幾方面。(2)初任幼兒教師班級經營知識的發展在教學的第一年相當明顯,主因在於從同事及實際教學經驗中學得頗多。另外,有些知識則是從過往的生活經驗中所省思出來的,而該知識一經省思出來即相當穩固,未曾再變化。(3)影響初任幼兒教師班級經營知識發展的重要因素包括:「園所同事」、「實習時的楷模教師或初任教時的督導/主教」、「過往的生活經驗」、「師資培育課程」、「實際教學經驗」以及「教師的個人特質」等。本研究最後分別對師資培育單位、幼兒園所、準幼兒教師及初任幼兒教師提出一些建議。 |
英文摘要 | The study investigated three preschool novice teachers with less than two years of teaching experiences in their classroom management knowledge, development of this knowledge, and factors affecting its development. Qualitative research method was used this for case study. Data were collected by naturalistic observations and interviews. Following results were found after one year of research: (1) Classroom management knowledge of preschool novice teachers included primarily the following: purposes of classroom management, setting up class norms, behavior guidance, taking care of children's conflict, arranging teaching courses and activities, and communication with parents. (2) The development of preschool novice teachers' knowledge on classroom management during the first year was obvious, due primarily to their learning from their colleagues and from their own teaching experience. Also, some of their knowledge grew out of deliberations on their own experiences in daily lives. These deliberated knowledge were pretty stable and they resisted changes. (3) Factors affecting preschool novice teachers' knowledge on classroom management included their school colleagues, their model teachers during internship period or their supervisors during the beginning years, their past experiences in daily lives, teacher training courses, teaching experience, and personalities of teachers. The study also offered some suggestions to teacher-training organizations, preschools, teachers-to-be, and novice preschool teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。