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題名 | 兒童讀經教師之教學信念--多元與分歧=Teacher Beliefs in Five Chinese-Classics-Poetry-Memorizing Programs |
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作者 | 楊旻芳; 洪志成; Yang, Ming-fung; Hung, Chih-cheng; |
期刊 | 國立臺北教育大學學報. 教育類 |
出版日期 | 20050900 |
卷期 | 18:2 民94.09 |
頁次 | 頁175-195 |
分類號 | 802.81 |
語文 | chi |
關鍵詞 | 兒童讀經; 教學信念; 讀經教師; Memorizing classics in childhood; Teaching beliefs; Teaching evolution; |
中文摘要 | 本研究旨在探討兒童讀經教師之教學信念內涵。讀經是少數風行於華人地區小學,且有潛力以低成本提升學生品德與認知閱讀能力之教學活動。本研究以五位兒童讀經教師為對象,蒐集之質性資料來源包括訪談、教室觀察,以及相關文件等。研究結果發現: 五位兒童讀經教師教學信念的內涵多元且彼此之間並不一致,且與相關文獻有別。這些信念略不同於進步主義強調生活化與實用。其中之信念可分九個副範疇。主要研究結果如下:(1) 讀經教學目標多集中於品德陶冶、文化涵養;(2)少數教師認定未見成效前不宜預設教學目標;(3)教學方式皆認定以誦讀為主,一教師則相信完全不講解也無妨;(4)一致認為對讀經教師之經文專業知識的要求不需過高,(5)讀經教師在信念的轉變方面,對記憶為主的學習看法皆轉為正面,另有兩位轉而更為接納儒家傳統文化。 |
英文摘要 | Non-offical Chinese-Classics-Poetry-Memorizing programs (CCPMP) for kids have bloomed in the past ten years. Due to the successful impact on students’ verbal and moral achievement, those programs were even thought as a potentially powerful means for kids in low social-economic culture to move toward higher SES level. In general, CCM teachers differ from those teachers in regular official classrooms in their teaching goals and strategies. The purpose of this qualitative study is to examine the teaching beliefs of five teachers in those classics-memorizing programs. The results indicated that those five teachers’ teaching beliefs could be divided into three categories and totally eleven sub-categories. Also, there exist some inconsistence among some teachers’beliefs. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。