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題名 | An Ethnographic Study on Expert Teachers' Cognition=專家教師認知過程之俗民誌研究 |
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作者 | 江麗琴; Chiang, Li-chin; |
期刊 | 國立虎尾科技大學學報 |
出版日期 | 20060900 |
卷期 | 25:3 民95.09 |
頁次 | 頁105-126 |
分類號 | 522.2 |
語文 | eng |
關鍵詞 | 專家教師; 教師思考; 心理的表徵; 教師決定; Expert teacher; Teacher's thinking; Teacher's decision-making; Mental representation; |
中文摘要 | 本文旨在描述與詮釋四位科技大學英語閱讀教學專家教師的思考與互動思考模式,並探討其心理表徵、訊息處理與對教學事件的理解。本研究採「教育俗民誌」的研究方法,針對教室觀察實地筆記、俗民誌訪談轉錄資料、以及參與教師的教學相關文件資料進行質性資料分析。研究結果顯示,經驗豐富的專家教師擁有建構良好的知識結構,能有效的採用各種教學策略,並能持續的檢視、評估與反思。而這種複雜的基模增加了教室情境訊息的處理能力,也因而成就了閱讀教學的專業知能。四個要素可以說明專家教師教學的認知過程:(一)教師的信念、假設與知識構成系統,(二)心理的表徵與訊息的處理, (三)對學生的基模,以及(四)行動的知識。 |
英文摘要 | This study describes and explains four expert reading teachers’ thinking and interactive thoughts within the social and cultural environment of freshmen English classroom. It aims to outline how features of the classroom may be mentally represented by the expert teachers, and how the expert teachers perceive and interpret the classroom events. To understand the meanings of expert teachers’ decision-making and interactive thoughts, qualitative procedures were utilized to analyze the data, which contains field notes of participant observation, ethnographic interviewing transcripts, and pertinent written documents. Results indicated that better developed knowledge structures and effective classroom strategies, along with on-going assessments and reflections, constituted the expert teachers’ schemata, which in turn increased their skills in processing information in the unpredictable classroom world and led to their expertise in reading instruction. Four major themes that elaborate the expert teachers’ cognitive processes in teaching are: (a) network of teachers’ BAK (beliefs, assumptions, and knowledge), (b) mental representation and information-processing, (c) schemata about students, and (d) knowledge-in-action. Although the results may not be generalizable to other teachers, they provide a holistic understanding of and fruitful insights for reading instruction. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。