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題 名 | 國小教師課程意識與教學反省之個案研究--以語文教師為例=Exploring the Teacher's Curriculum Consciousness and Teaching Reflection by Case Study: An Example of Language Teacher in the Elementary School |
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作 者 | 簡良平; | 書刊名 | 初等教育學刊 |
卷 期 | 22 民94.12 |
頁 次 | 頁1-20 |
分類號 | 523.352 |
關鍵詞 | 教師課程意識; 教師知識; Teachers' curriculum consciouness; Teachers' knowledge; |
語 文 | 中文(Chinese) |
中文摘要 | 本文以個案研究的方式,探討教師課程意識(curriculum consciousness)與教學反省的內涵,以發現教師課程知能及教學實踐的專業成長路徑。研究共進行四個月,透過每週四節的教學觀察,每二週訪談一次的方式,蒐集相關文件資料,歸納整理各項資料以敘說個案教師。研究結果發現,教師的課程意識始於界定「課程」及「課」的定義,課程內容的審視、批判、及補充,而後組織為教學可行的方案。課堂中學生學習反應是決定課程如何變通的決定依據,教師著重課程實踐的情境因素,轉化各種理論於實踐的過程亦然。課程的動態變化經由教師的教學檔案與教學反省記錄,得以覺知自己教學知識的本質來自於生命史。個案教師透過敘說的反省方式,形成一種研究自己的批判性思維,促使教師不斷地自我勉勵朝教育專業邁進。 |
英文摘要 | The aim of this study was to explore an expert teacher's curriculum consciousness and teaching reflection. The method of case study was used. The researcher observed the teacher in the classroom four class hours a week for and interviewed her once every two weeks in the period of four months. The study intended to focus on language teaching and to narrate how the teacher thought about curriculum, practice that reflected on her teaching. The curriculum consciousness in defining the meaning between a curriculum and a lesson plan was different. The former was to decide what to teach in a school year, and the letter was to decide what to teach in a class hour. The teacher's knowledge about curriculum and instruction was: 1. to develop students' literacy in addition to the concepts of the language curriculum; 2. to guide students' thinking in cooperating with each other on worksheets; 3. to confirm that the nature of knowledge was dynamic and socially shaped. Her beliefs affected every decision-making on curriculum-instruction and formed the "rhythm" in every course. Finally, when the teacher told her stories about curriculum, teaching and students, she could develop her professional skills through the method of story telling. |
本系統中英文摘要資訊取自各篇刊載內容。