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題名 | 案例教學法應用於教師培訓之研究=Study of Case Method |
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作 者 | 林玫君; | 書刊名 | 藝術教育研究 |
卷期 | 17 2009.05[民98.05] |
頁次 | 頁1-37 |
分類號 | 522.4 |
關鍵詞 | 案例教學法; 案例教材評估; 戲劇課程; 表演藝術; 教師培訓; Case method instruction; Evaluation of case materials; Drama curriculum; Performing arts; Teacher training; |
語文 | 中文(Chinese) |
中文摘要 | 本研究欲瞭解「案例教學」應用於中小學表演藝術教師培訓課程之歷程與教師在其中之學習與成長。在上學期先透過十七位在職教師的「案例教材評估表」,針對十二個先前建立的案例教材進行分析並瞭解不同類型案例教材之特性。之後在下學期從中選出七篇案例,針對另十位教師進行正式的「案例教學」。透過行動教學省思、案例討論記錄及參與者案例報告、教學省思札記等資料交叉分析的結果,針對實際「案例教學」步驟、教與學互動過程及參與者的成長作分析。結果發現,「案例教材」得分有高有低,而其中「示範型」案例教材雖然得分較高,但在教學中,未必能如得分較低的「反省型」案例引發更多的回應或討論。另外,在「案例教學」步驟與細節上,也在行動反思後做了調整;而在步驟四「案例討論」中發現,「討論氣氛的營造」、「討論問題的聚焦」及「個別差異的考慮」是引導的重心;最後也發現參與者在整體案例教學的表現有所成長。 |
英文摘要 | The purpose of the study was to investigate the teaching and learning process of an in-service teacher training program using the Case Method Instruction (CMI). In the first semester 7 out of 12 case materials were selected and assessed by 17 teachers. In the second semester, the selected curricula were then executed by 10 other in-service teachers. In the process, it was found that the “ill-structured” cases scored lower but stimulated more discussion. Whereas the “exemplar” cases, while receiving higher scores, triggered less responses among in-service teachers. Few steps in CMI were revised and some details in the process were added. In the case discussion process, several features were revealed: building the discussion atmosphere, keeping focus, and being aware of the individual responses. Finally, the growths of participants were also investigated through many different aspects. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。