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題 名 | 職前化學教師在微試教教學中之想法與決策 |
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作 者 | 馮松林; 段曉林; | 書刊名 | 科學教育 |
卷 期 | 5 1994.05[民83.05] |
頁 次 | 頁167-184 |
分類號 | 522.68 |
關鍵詞 | 化學教師; 教學; 職前; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的目的在探究職前化學教師在微試教情境中於試教前、中、後 所持的想法,及影響其想法的因素。本研究針對二位職前化學教師進行個案研 究,在參與一學期的微試教學課程中,觀察個案兩次試教和試教前後之半結構性 晤談和其作業分析歸納出,職前化學教師於試教前的準備,若重在以自我講解為 中心的教材內容次序安排,在思考的內容上並未考量學生程度與教學目標。教學 申的思考中心則以概念的表達為主,雖然職前化學教師注意科學概念的表達是否 完整、順序是否流暢,但是在實際教學時卻缺乏對學生學習的省察、有效的控制 教學流程與清楚的傳達科學概念。對於教學後的反省則比較關切自己教學的表 現、微試教情境的限制和同儕的干擾等,未能顯示兩位個案能深入思考科學教學 之策略與反省概念教學之內容。值擾等,未能顯示兩位個案能深入思考科學教學 之策略與反省概念教學之內容。值參觀實際教學時卻能做不同而且多方之反省。 綜合分析可發現影響個素在微試教中之想法的因素有以下三個部份:(1)對科學教 學與學習的想法,(2)情境因素,(3)個人特質。最後本研究將提出對微試教實施 之改進建議. |
英文摘要 | This study is to investivgate two preservice chemistry teachers'thoughts anddecisions before, during, and after teaching in microteaching context, and also todiscover factors which influence their thoughts and decisions. ualitative Research methods was applied in this study. Data collection includedformal and informal interviews, classroom observations. Data resoures consisted ofinterview transcripts, field notes, and students assignments from the course. Thefindings from this study indicated that two preservice chemistry teachers'thoughtsbefore teaching focused on organizing instruction sequence before microteaching, butthis organizing was self centered, they did not put students' ability and teachingobjectives into consideration. During microteaching, the student teachers taughtscience concepts with lecturing. What they thought most important was whetherallscience concepts were covered and whether all the teachings equences went smoothly.They did not examine students' learning progress, neither did they effectivelycontrol the instructional procedures and transmited science concepts. After microteaching, the student teachers were more concerned about one's teaching preformance,contextual constraints, and peers' interference. They did not deeply think aboutscience teaching strategy and nor did they reflect the content taught in the class.It's worth while to note that the preservice chemistry teachers could not reflectone's teaching ability durning microteaching, but they could reflect more inobservating realteaching in the classroom.Study generated three factors which affected subjects' thought sand decisions,these were teachers' thoughts about science teaching and learning, contextual factors,personal characteristic.Suggestions on how to implement microteaching course would bedisscussed. |
本系統中英文摘要資訊取自各篇刊載內容。