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題名 | 國小自然與生活科技資深專家教師實務知識的發展之個案研究=A Case Study on the Development of Elementary School Experienced Expert on Natural Science and Living Technology Teacher's Practical Knowledge |
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作者 | 陳國泰; Chen, Kuo-tai; |
期刊 | 國立臺北教育大學學報. 數理科技教育類 |
出版日期 | 20060900 |
卷期 | 19:2 民95.09 |
頁次 | 頁31-64 |
分類號 | 523.36 |
語文 | chi |
關鍵詞 | 國小; 自然與生活科技資深專家教師; 實務知識; 發展; Elementary school; Experienced expert natural science and living technology teacher; Practical 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實務知識內涵與發展歷程。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的實務知識內涵包括「學生知識」、「課程知識」與「一般教學法知識」;2.國小自然與生活科技資深專家教師的實務知識是在其深具同理心的人格特質運作下發展而成;3.國小自然與生活科技資深專家教師的實務知識呈現橫向之間的發展;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,初步省思出許多實務知識;5.部份經由省思早年受教經驗而獲得的實務知識,在經由師資培育課程的薰陶後,仍無法立即轉化使用,而歷經「忠於原味期→醞釀期→突破期」的發展歷程,且國小自然與生活科技資深專家教師從教學經驗中對學生知識的理解,似乎是整個發展歷程的關鍵點;6.國小自然與生活科技資深專家教師的某些實務知識經由實際教學的驗證與強化而發展得更為穩固。 |
英文摘要 | The study investigated one elementary school experienced expert on natural science and living technology teacher on her practical knowledge and development of this knowledge. Qualitative research method was used for this case study. Data were collected by naturalistic observations, interviews, and documentary analysis. The following results were found after one year of research. (1) The contents of practical knowledge of the elementary school experienced expert on natural science and living technology teacher included primarily the following: Knowledge of classroom management, knowledge of general pedagogy, and knowledge of pedagogical content. (2) The practical knowledge of the elementary school experienced expert on natural science and living technology teacher is worked and developed under the teachers’ characteristic of empathy. (3) The development of the elementary school experienced expert on natural science and living technology teacher’s practical knowledge is lateral advance. (4) The elementary school experienced expert on 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 courses. (5) Part of reflection on practical knowledge from the early educational experience cannot be transferred into application immediately after the edification of teacher training courses. The developing course starts from “The Original Stage → The Incubational Stage → The Break-through Stage”, and also the teaching experience in students’ learning comprehension of the elementary school experienced expert on natural science and living technology teachers seems to be the key point of the whole developing course. (6) Some of the practical knowledge of the elementary school experienced expert on natural science and living technology teachers is put to the proof and strengthened by the real teaching experience, and after that, it is developed steadier. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。