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題名 | The Dichotomizing Views of Research Methodology on the Study of Values: Dynamic Interview and Reflective Constructing=價值研究的二元對立觀:動態訪談與反思性建構 |
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作者 | 吳昭容; 林福來; Wu, Chao-jung; Lin, Fou-lai; |
期刊 | Proceedings of the National Science Council : Part D, Mathematics, Science, and Technology Education |
出版日期 | 19990900 |
卷期 | 9:3 1999.09[民88.09] |
頁次 | 頁89-98 |
分類號 | 522.4 |
語文 | eng |
關鍵詞 | 教師; 價值研究; 動態訪談; 反思性建構; Teachers' value; Mathematics education; Methodology of interview; |
中文摘要 | 本文旨在呈現研究者(師資的培育者)在一項教師價值研究中的反思歷程。研究者 原始的目標在於整理價值研究的訪談方法, 從訪談三個個案 (國小、國中、高中教師 ) 在 數學、教育、數學教育等範疇的價值,我們意欲探討成功的價值訪談是否具備某些特殊的動 態特徵。起初,我們假設個案具有一內隱的價值體系,訪談的目的是在於彰顯該內隱的價值 , 本研究稱這種動態的、探索的歷程為 IE,I(implicit) 用來表示訪談標的物的內隱本質 , E(explicit) 則表示訪談的目的在於清楚地彰顯這些標的物,並以向量的符號 (→ ) 表 示此為具有方向性的歷程。當時,我們發現訪員與受訪者的關係中有許多促進或阻礙訪談的 面向,也整理了動態訪談中可能有效的一些策略,同時也開始反思研究者在研究中所扮演的 角色。由於前述三個個案研究有多名研究人員參與其中,這些研究人員對相同的個案資料有 時會有相當不同的解釋,此時,我們開始思考本身的知識論立場的關係。如果我們不再將教 師個案的價值視為唯一的、客觀存在的實體,等待我們去發現的,而將教師的價值視為是一 多重實體 (multiple realities),或是社會建構 (social constructing) 的結果,我們應 該如何重新看待先前所收集到的資料﹖如何建構我們所看到的現象﹖以及如何檢正我們的研 究是否有效﹖我們以動態訪談與反思性建構來命名前述兩種不同立場的訪談法,並且對照了 兩者在本體論、知識的目的、意圖,與好研究的判準上的差異。文末,我們指出訪談與解釋 個案資料時,應將個案的特質、研究者的特質,以及研究的情境與時機納入考量。 |
英文摘要 | This article presents researchers' introspective and thinking process in the research of teachers' value. The researchers' primordial goal was to tidy up the interview methods. By interviewing three cases' values (those of an elementary school teacher, a junior high school teacher and a senior high school teacher) about mathematics, education and mathematical education. We attempted to explore whether a successful interview about values required some specific dynamic characteristics. Incipiently, we hypothesize that each case has one potentially implicit value system. The purpose of the interview was to highlight the implicit value system. The dynamic and exploratory process was called IE in this research, 'I' stands for the implicit system. and 'E' stands for the explicit system. We also used the vector symbol( → ) to show that the interview is a process with directional characteristics. At the time, we found that many aspects of the relationships between the interviewees and the interviewers might facilitate or set back interviews. In addition. we also tidied up some possible efficient strategies which might be used in the dynamic interviews. Since many researchers participated in the three case studies, there were different interpretations of the same case data. At the time, we started to cogitate from our sthandpoints of epistemology. All the collected data regarding the relationships between the changes of the research methods and the standpoints of knowledge were comprehensively considered in retrospect. At present, in stead of thinking teachers' value as a reality, which exists uniquely and objectively. We started to cogitate on how we should reassess the data collected previously, how we constructed the phenomena being seen by us, and how we testify the validity of our researches under the conditions where teachers' values were though as multiple realities or the result of social constructing. We denominate the two different interview methods dynamic interview and reflective constructing. We also compare the differences between them regarding ontological problems, purpose of knowledge, and intention and criteria of good research. At the end of this article, we will indicate how we are going to further our research and to solve the existing problems. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。