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題 名 | 實習生對教學的認知及反省思考報告分析 |
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作 者 | 張美玉; | 書刊名 | 初等教育學報 |
卷 期 | 3 1995.06[民84.06] |
頁 次 | 頁41-81 |
分類號 | 522.68 |
關鍵詞 | 實習生; 教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究在探討反省思考的教學模式在教育實習課程應用的可行性。七十三位師院四年級學生參與此研究,其中37位學生為反省思考教學組,其餘傳統教學組。研究中所應用的反省思考略含書寫思考的策略、指導教師回饋的略、同儕相互觀摩與回饋的策略以及思考──執行──再思考的策略。研究資料之收集主要在集中實習期間的四個星期中。反省思考的教學評估是透過指導老師對參與本研究之實習生的教學評估與前兩年所指導的師院實習生相比較而來。十九名實習生並且接受訪談以瞭解實習生對集中實習教學的意見。研究結果顯示:與前兩年的實習生來較,反省思考教學組比傳統教學組的實習生在教學的表現有較多的肯定,特別是在教學技術、自信心、決索能力和教學態度等方面。但是無論實習生在任何一組(反省思考教學組或傳統教學組)或任何一屆(83級或前兩屆),實習生的教室管理能力普遍表現不佳。本研究含許多實習生對教學看法的”質”的資料,本文重點在分析實習生的反省思考報告及進步報告(總心得報告)。藉以提供教育實習課程之教授,學生參考。 |
英文摘要 | This study applied reflective teaching in the course “educational field experience” in Taiwan. Seventy-three senior students is Hsinchu Teachers College were involved in this study. Thirty seven of them engaged in reflective teaching and the rest in traditional teaching. The strategies used in reflective teaching are the written reflection, feedback from supervising teachers, peer observations and feedback, and reflection-action-reflection. The data were collected mostly during and intensive period of student teaching in May 1994. Assessments of supervising teachers of the performance of student teachers in this study, in comparison with those in the past two years, were used to judge the effectiveness of reflective teaching. Interviews with student teachers concerning their opinion on “intensive student teaching” were conducted. The results showed that student teachers in the reflective teaching group were rated more positively than student teachers in the traditional teaching group when compared with student teachers in the past two years, specifically in teaching skills, self-confidence, decision-making, and their attitude towards teaching. However, no matter from which group or from which year the student teacher was, the skills of classroom management were poor. Qualitative information about how student teachers look at the teaching is included. |
本系統中英文摘要資訊取自各篇刊載內容。