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題 名 | 幼兒教師的實際知識之探究=Research on Preschool Teachers' Practical Knowledge |
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作 者 | 陳國泰; | 書刊名 | 美和技術學院學報 |
卷 期 | 19 2001.04[民90.04] |
頁 次 | 頁140-159 |
分類號 | 523.26 |
關鍵詞 | 幼兒教師; 實際知識; Preschool teacher; Practical knowledge; |
語 文 | 中文(Chinese) |
中文摘要 | 本文在探討幼兒教師實際知識之意義與性質、內容、內在認知結構,以及影響其發展的相關因素;而探討的方法,主採理論階析與文獻探討方法。 探究的結果發現,幼兒教師的實際知識是一種融合個人過去生活經驗、專業理論知識、價值與信念的統整性知識,具有「經驗性」、「反省性」、「實用性」、與「個人化」等特質。其內容包括「學科內容知識」、「一般教學法知識」、「學科教學法知識」、「受教者知識」、「情境知識」,而其內在認知結構從抽象至具體可分為意象、實際的原則及實際規院等三個層次。至於影響其發展的因素主要有「師資訓練」、「過去的受教經驗和生活經驗」、「園所同事」「理論與經驗的相互激盪」及「情境因素」等。 |
英文摘要 | The primary purpose of this study is to explore the practical knowledge of the teachers in early childhood education. The paper includes four sections: (1) the definition and characteristics of practical knowledge; (2) the contents of practical knowledge; (3) the structure of practical knowledge; and (4) the influential factors of practical knowledge. The paper employed theoretical and documentary analysis methods. The study found that preschool educators integrated practical knowledge with their personal experiences, professional knowledge, and value. The contents of practical knowledge included knowledge of subject matter, knowledge of general pedagogy, knowledge of pedagogical content, knowledge of learners, and knowledge of context. In addition, its inner structure was divided into three levels: the levels of image, practical principle, and rule of practice. Furthermore, factors influenced educators' practical knowledge included: professional training, past experiences, relations with colleagues, and working situation. |
本系統中英文摘要資訊取自各篇刊載內容。