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題 名 | 國中生物教師教學內容知識的詮釋性研究=An Interpretive Study on Pedagogical Content Knowledge of a Junior High School Bilolgy Teacher |
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作 者 | 林曉雯; | 書刊名 | 屏東師院學報 |
卷 期 | 9 1996.06[民85.06] |
頁 次 | 頁263-290 |
分類號 | 523.5336 |
關鍵詞 | 教學內容知識; 科學教師知識; 科學教師教學; Pedagogical content knowledge; Science teacher knowledge; Science teacher's teaching practice; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以一位資深國中生物教師為對象,深入探討個案教師「教學內容知識」的成份及內涵。 研究資料的收集方法包括:教室觀察、教師晤談、文件收集,全程均輔以錄影、錄音以便事後分析。分析的資料包括教室觀察、教師晤談及相關文件的現場記錄、小故事及筆錄。研究者將資料歸類編碼及進行頻率分析,最後以「分析性歸納」及「三角校正」過程效化資料,形成預設,並做成結果。 研究結果發現,個案教師所呈現的教學內容知識可歸納區分為四大類,分別為關於生物教學目標的知識、關於學生學習生物的知識,關於生物課程及生物教學媒體的知識,及關於生物教學表徵的知識。在每一類別之下又可分成數個次類別,這四個類別的知識互相關聯成為一知識體系。 本研究的結果可供科學教師、科學師資培育者及科學教師知識領域之研究者參考。 |
英文摘要 | The purpose of this study was to identify components of pedagogical content knowledge of an exemplary biology teacher in junior high school. Data were collected mainly by means of participant observations, teacher interviews, and document reviewed. Participant observations and teacher interviews were video-recorded or tape-recorded. The analytical induction and triangulation were employed to enhance the validity of findings. The teacher's pedagogical content knowledge was composed of four major categories: purposes of biology instruction, students' learning of biology, biology curriculum and teaching medium, and instructional representations of biology. Each category had several chief subcategories. These categories interacted with each other and appeared to be highly integrated. The results were intended for providing suggestions which were contributing to science teacher educators, science teachers, and researchers on teacher knowledge. |
本系統中英文摘要資訊取自各篇刊載內容。