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題名 | 後現代思潮下一位中學數學教師專業知能之轉化=The Conversion of a Junior High School Math Teacher's Professional Knowledge by Means of Narrative Analysis |
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作者 | 陳彥廷; 柳賢; 梁至中; Chen, Yen-ting; Leou, Shian; Liang, Jyh-chong; |
期刊 | 科學教育研究與發展季刊 |
出版日期 | 20060600 |
卷期 | 43 民95.06 |
頁次 | 頁80-98 |
分類號 | 523.652 |
語文 | chi |
關鍵詞 | 敘說分析; 專業知能; Narrative analysis; Professional knowledge; |
中文摘要 | 本研究以敘說研究之方式探究一位中學數學教師在教學場域中專業知能的轉化歷程。研究對象選取一位已有十年教學經驗曾擔任國中與高中教學的數學教師。收集的資料為研究參與者個人故事敘說所建構的文本以及研究者訪視其教學現場之手札。研究者借用Tyler 的現代主義課程觀點,以『學校應該試圖達到什麼教育目標』、『要提供什麼教育經驗以便達到這些目標』的『教材面向—課程』『如何有效地組織這些教育經驗』的『教學法面向—教學』『我們如何確定這些目標是否達到』的『學生表現面向—學生』基調分析個案老師的故事,以呈現本研究故事個案教師的教學專業知能發展。研究結果發現:個案教師在多年來教學實務的經驗脈絡裡,逐漸從過去其所接受之「現代」觀點—「知識是積累的」、「經驗是可複製的」、「科學是理性的、絕對的」……轉化成為「後現代」的思維—「無可化約性」、「真理的非絕對性」、「無明確定義」。如此的轉化,使得他能在當下主體性消失的歷史脈絡中繼續接受社會多重的質疑與挑戰。 |
英文摘要 | Using the narrative analysis method, the study investigated the conversion process of a junior high school math teacher’s professional knowledge in teaching sites. The participant is a math teacher who has taught in junior and senior high school for over ten years. The data consisted of the participant’s personal narrative and the researcher’s notes of the teaching sites. The researcher analyzed the participant based upon Tyler’s perspectives of modernist curriculum—“What educational objectives the school attempts to achieve,” “What educational experiences help achieve the objectives: the perspectives of materials (curriculum)”, “How to organize these educational experiences effectively: the perspectives of teaching methodology (teaching),” “How we make sure if we have achieved these objectives: students’ performance (students).” These aspects display the development of the participant’s professional knowledge. The results have shown that with the past years of teaching experiences the participant has converted from modernist notions of postmodernist notions. The conversion process ranges from the perspectives of “knowledge is accumulative,” “experiences are replicable,” “science is rational and absolute,” to the conceptualizations of “irreduction,” “nonabsoluteness” and “undefinition.” Through such conversion can the participant receive the social multiple questionings and challenges. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。