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題名 | 國小自然與生活科技資深專家教師學科教學知識的發展之個案研究=A Case Study on the Development of Elementary School Experienced Expert Natural Science and Living Technology Teacher's Pedagogical Content Knowledge |
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作者 | 陳國泰; Chen, Kuo-tai; |
期刊 | 屏東教育大學學報 |
出版日期 | 20060900 |
卷期 | 25 民95.09 |
頁次 | 頁117-155 |
分類號 | 523.334 |
語文 | chi |
關鍵詞 | 國小自然與生活科技; 資深專家教師; 學科教學知識; 發展; Elementary school; Experienced expert natural science and living technology teacher; Pedagogical content knowledge; Development; |
中文摘要 | 本研究的目的,旨在探討一位國小自然與生活科技資深專家教師的學科教學知識內涵、發展歷程及影響因素。研究方法採質化研究取向,蒐集資料的方式包括自然觀察、深度訪談及文件分析。經過一年半的探究,本研究獲得幾個主要的研究發現:1.國小自然與生活科技資深專家教師學科教學知識的內涵包括教學信念、教學目標知識、學科知識、學生知識、課程知識、一般教學法知識與情境知識;2.國小自然與生活科技資深專家教師的學科教學知識之發展,係由「教學信念運作下的縱向發展」與「各學科教學知識內涵間的橫向發展」所交織而成;3.國小自然與生活科技資深專家教師的學科教學知識之發展,其源頭雖來自於教學信念,惟教學信念又源自於人格特質,因此,資深專家教師學科教學知識的發展,乃在其人格特質的主導下而完成;4.國小自然與生活科技資深專家教師早在進入師資培育機構、接受師資培育課程時,即從早年受教經驗中,初步省思出許多學科教學知識,顯見早年受教經驗對其學科教學知識的發展影響甚鉅;5.國小自然與生活科技資深專家教師某些從早年受教經驗省思而來的初步學科教學知識,在接受師資培育課程的陶冶後,即經由實際教學的驗證與強化而發展得更為穩固;6.國小自然與生活科技資深專家教師經由師資培育課程所獲得的初步學科教學知識,後經實際教學的驗證與體會而發展得更為穩固;部份由此管道獲得的學科教學知識復經研究所進修或擔任國民教育輔導團輔導員常研習的關係,或參與師院教授的國科會研究之緣故,而獲得新的啟發與更為精緻化。7.影響國小自然與生活科技資深專家教師學科教學知識發展的因素包括早年受教經驗、師資培育課程、實際教學經驗的體會、擔任國教輔導團輔導員與師院教授國科會研究助理、教學研究團隊、自己看書與向同學或朋友請教等因素的影響。 |
英文摘要 | The study investigated one elementary school experienced expert natural science and living technology teacher on her pedagogical content knowledge, development of this knowledge, and factors affecting its development. Qualitative research method was used for case study. Data were collected by naturalistic observations, interviews, and documentary analysis. Following results were found: (a) The contents of pedagogical content knowledge of the elementary school experienced expert natural science and living technology teacher include knowledge of teaching belief, knowledge of educational goals, knowledge of learners, knowledge of general pedagogy, and knowledge of contexts. (b) The development of the pedagogical content knowledge of the elementary school experienced expert natural science and living technology teacher is interworked by “the vertical development under the knowledge of teaching belief” and “the lateral development of the contents in each pedagogical content knowledge”. (c) The elementary school experienced expert natural science and living technology teacher’s development of pedagogical content knowledge first comes from the teaching belief which is from the teacher’s personality. As the result, it is complete from the leading of the personality. (d) The elementary school experienced expert natural science and living technology teacher reflects on a lot of initiative practical knowledge from the early educational experience when entering the teacher training college and receiving the teacher training course. It tells that the early educational experience affects the teacher’s development of pedagogical content knowledge. (e) The elementary school experienced expert natural science and living technology teacher reflect from the early educational experience to get the initiative pedagogical content knowledge. After receiving the teaching training courses and the proof of real teaching experience, it is developed steadier. (f) The initiative pedagogical content knowledge which is form from the teaching training course will be steadier after the real teaching experience. Part of it will be more refined from the extension education in a research institute, acting as the instructor of the “Compulsory Education Advisory Group”, the participation in academic research, and these experiences will also help teacher to get the new edification. (g) Factors affecting the elementary school experienced expert natural science and living technology teacher’s pedagogical content knowledge included primarily the early experiences, teacher education courses, teaching experience, acting as the instructor of the “Compulsory Education Advisory Group”, participating in academic research, team of teaching, self studying, consultation with classmates and friends, and other factors . |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。