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題 名 | 國中理化教師試行建構主義教學之個案研究 |
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作 者 | 李暉; 郭重吉; 段曉林; | 書刊名 | 科學教育 |
卷 期 | 5 1994.05[民83.05] |
頁 次 | 頁27-51 |
分類號 | 523.5333 |
關鍵詞 | 建構主義; 國中; 教學; 理化教師; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在描述一位具有十四年教學經驗的國中理化教師,在一共同 研究群中,如何籍研讀文獻及共同討論的方式,自我建構"符合"建構主義的教學策 略,施教於常態班級之中,並探究影響其實施建構主義教學定因素。本研究採用 質的研究法,在六個月的時間內分別進行兩階段共四週的教室觀察、訪談以及每 兩週一次的討論。收集的資料包括觀察的現場記錄、訪談轉錄、和相關之文件資 料。原始資料建立編碼類別,再以持續比較法建構出研究結果。就本研究的個案 而言,結果發現資深教師的「成功」經驗,限制了其對科學知識本質信念的改變。 而教師的原有信念以及課程的進度要求,為限制其試行建構主義教學的主要因素; 但是資深教師的豐富教學經驗則是推動建構主義教學活動的有利因素。 |
英文摘要 | The teaching practices of a science teacher, having fourteen years ofteaching experience at a junior high school, were observed in this study. Themain purpose was to protray how an experienced science teacher appliesconstructivist teaching in her classroom. Factors constraint and/or facilitateher in attempting the new teaching method, as well as the associated beliefchange, were investigated. ata were collected for six months, with qualitative method includingclassroom observations, interviews and discussions. The classroom observations,being divided into two stages,were done for a period of four weeks. Data sourcesincluded fieldnotes taken from the classroom observations, transcripts ofinterviews with the teacher, and other relevant documents. Categories coding wasused as a method of data reduction. Data were classified according to thererelative importance or recurring themes. Constant comparison method was usedfor constrcuting the research results. indings from this study indicated that the knowledge and beliefs of a"successful" and exeperenced teacher tended to limit the change in her ownbeliefs about the nature of science and about leaching,resulting in a hinderancein adopting contructivist instructional methods. However.relying on her teachingexperience, an experienced science teacher was able to carry out well-designedconstructivist instructional activities very successfully. |
本系統中英文摘要資訊取自各篇刊載內容。