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題名 | 影響初任教師教學活動之因素:城鄉差異之比較研究=Factors Affecting the Professional Lives of First Year Taiwanese Teachers' Teachers: Some Geographical Differences |
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作者 | 葉郁菁; Yeh, Yu-ching; |
期刊 | 初等教育學報 |
出版日期 | 19960600 |
卷期 | 9 1996.06[民85.06] |
頁次 | 頁399-428 |
分類號 | 522.2 |
語文 | chi |
關鍵詞 | 初任教師; 教學活動; |
中文摘要 | 本研究的目的在比較師院大五結業實習生分發到城市與鄉村地區學校後,其教學活動的差異,並探討因城鄉差異對初任教師產生的影響。學者探討實習教師問題時,較少對不同地區的初任教師做比較,同時以質的研究,對初任教師做長期觀察和訪談的研究並不多。事實上,區位因素對初任教師有極大的影響。本研究執行的範圍以臺南縣市的五所小學為主,其類型涵蓋都市中心、都市邊緣、郊區新市鎮、鄉村、偏遠山地和離島等各社區類型。研究者從教育社會學的角度,分析了初任教師在教學活動過程中,影響課程傳遞、教具運用和研習活動三項議題的可能因素,並提出以下結論和建議: (一)課程傳授:初任教師與學生的互動因城鄉地區不同有所差異。學生學習能力與班級人數大小在城市和鄉村學校有所差別,初任教師也有不同的因應方式。都市學校的學生雖然也有反應慢或學習困難者,但老師不會為這些少數人改變教學方式;在鄉村或偏遠地區則可能因為學習遲緩的學生較多,老師必須遷就學生,改變教學,相形之下,他們有更多機會可以反省、改變其教學方式。 (二)教育運用:都市地區擁有比鄉村學校更多的教具和教學設備,初任教師(尤其是低年級教師)認為對他們的幫助很大;生動活潑的教具較能吸引學童注意,提高學習樂趣。但鄉村地區的老師在教具缺乏的情況下,必須自製教具,或利用學校附近現有的資源。 (三)研習活動:偏遠地區的初任教師參與研習活動的機會經常受限於交通及代課老師因素;初任教師是否可以將研習內容運用到自己班上,則有賴班上的學生配合。偏遠地區的初任教師發現研習內容與學童的接受度有差距。 師資養成過程中應同時加強實習老師反省的能力,使他們有能力應變不同學習能力的學童;其次,教育單位可提供學校軟體方面的補助;最後 ,研習活動的內容可考慮針對偏遠地區初任教師的需要設計,研習活動的地點也可更具彈性,未來網際網路的使用,也可使教師進修的資訊更加流通。 |
英文摘要 | The focus of this research is to look at the early stages of teacher socialization in Taiwan. This research uses a case study approach. The data were drawn from field experiences and were collected through classroom observations, tape-recorded interviews, and the collection of documents. Different types of schools in Tainan City and County were selected which include schools in the city-centre, urban-rural fringe, new towns, farming villages, and mountain villages in order to make a comparison and contrast the first-year teachers' teaching in different school areas. Twenty-seven teachers were involved in this research. It would appeaer that the geographical variations are important factors in determining and shaping the professional life of the first-year teachers. Therefore, we have identified and focused on urban and rural schools where such differences in terms of socializing effects can be illustrated. The findings are drawn into three main issues: transmission of curriulum, teaching materials, and INSET workshops. During the process of socialization, rural teachers might spend a great deal of time teaching slow learners, which might give them a chance for reflecting on their teaching. Rural teachers had to make their own teaching materials. If they did not have time to make all the materials, then in stead of students working in groups, or working on activities, the rural teachers tended to engage in chalk and talk. They encountered challenges and difficulties within this situation. Thirdly, the workshops will be available for all teachers. However, because of the gepgraphical distance, rural teachers were disadvantaged because of the difficulties of attending the workshops. Furthermore, the content of the workshops appeared to be more suitable for urban teachers. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。