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題 名 | 國小數理師資漸進培育之研究=A Study of Elementary School Math-Science Teacher Training Program |
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作 者 | 周玉秀; | 書刊名 | 臺北師院學報 |
卷 期 | 10 1997.06[民86.06] |
頁 次 | 頁23+25-52 |
分類號 | 523.354 |
關鍵詞 | 國小; 數理; 師資培育; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究為期三年,研究過程中筆者設計一漸進的師資培育架構,逐次檢核此架構下 培育之國小數學師資在職前教育及實習期間教學知識、教學信念、教學能力等領域之專業成 長。 驗證漸進培育計劃之效能,研究第一年以教學原理及數學科教學研究為操作變項,研究國立 臺北師範學院語教、初教兩系各一班同學,如何於現場觀察、半參與教學、學童作業評閱、 教材分析及試教、假試教等系列學習歷程,逐步改變其思考內涵與知能表現。教師發展之課 程架構,系上同儕彼此互動,輔以國小專家老師指導,皆有助職前教師體認教學實務,掌握 教學要素,進而擁有合格教師應具備的能力條件。 分析兩系學生歷程檔案資料,參酌師生互動對話,觀察其在各試教之教學表現及同儕間相互 的評比,並諮詢國小專家老師意見,第一年之漸進研究有以下三點發現: ぇ師院生對教學的信念改變。 え師院生冀思及早進入教學現場經驗教學實際。 ぉ師院生意識到專門知識與專業知能之間結構性不足,主動研閱教學刊物,蒐集學科專門教 材,並就教國小專家老師、生手老師(學長姊)。此外,他們也批判現行課程中實習設計有 不當之虞。 |
英文摘要 | This three-year-study was aimed at evaluating the teaching competence, content knowledge, and professional growth of math-science teachers trained according to a newly developed program, defined here as a gradual formation program, in comparison to the conventional sudden realization program. Furthermore, this study intended, firstly, to observe the teaching performance of students; and, secondly, observe if their thinking about teaching and learning changes during the preparation years and internship period of training process for becomming math-science teachers. To verify the validity of the gradual training program, the researcher guided sampled students from two departments of the National Taipei Teachers College, from the second academic year(sophomore) to the fourth year (senior), in the design of a gradual formation program curriculum, such as: participatory observation, semi-participatory teaching, task assessment, microteaching, and internship. These measures helped the would-be teachers to master the daily teaching practices step by step, and get acquainted with the daily classroom context to meet the requirements for obtaining a teaching certification. After asking the opinions of veteran teachers and analyzing portfolio assessment and the performance of students, the following results are characteristic of students in the gradual formation program: 1.the students belief about education change; 2.the students enthusiasm for beginning the career of a math-science teacher greatly increases; 3.the students begin to realize the insufficency of their content knowledge, especially pedagogical content knowledge, and seek actively for help or advice from pertinent publications and competent teachers. |
本系統中英文摘要資訊取自各篇刊載內容。