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題 名 | 小學教師自然科教學之基本能力分析之研究=A Study on Fundamental Teaching Abilities of Elementary School Science Teachers |
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作 者 | 陳義勳; | 書刊名 | 臺北市立師範學院學報 |
卷 期 | 28 1997.06[民86.06] |
頁 次 | 頁85-136 |
分類號 | 523.36 |
關鍵詞 | 小學教師; 自然科教學; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究在全國二十一縣市、兩個院轄市、金門、馬祖等地區,將國民小學分成大 、中、小型三類別的學校 (學校的班級 40 班以上定義為大型學校,學校的班級介在 20 班 以上 39 班以下的定義為中型學校,學校的班級在 19 班以下定義為小型學校 ),每類別的 公立學校約抽 5%,亦即每類型學校每 20 校抽一校,總共抽了 153 校,問卷數 3646 份 ( 但真正計算約佔臺閩地區公立小學教師總數 87063 人的 4.18%),回收 2832 份,總回收率 77.67%,其中有三定校未寄回。問卷內容分成 (一 ) 教室管理 (二 ) 自然科基本能力 (三 ) 態度 (四 ) 反思能力 (五 ) 評量 (六 ) 教學方法與策略 (七 ) 行政管理及教育主管填 寫的 (八 ) 自然科教師應具備之能力或條件第八項。 經五等級的問卷選項的電腦分析,每 一項目的前三選項在 (一 ) 教室管理中 (1) 應能創造生動有趣、和諧之學習氣氛以幫助學 生學習 (平均 4.869)。(2) 應能有效經營教室以利教學 (平均 4.513)。(3) 應能順利處理 教室內的日常事務 (平均 4.397)。(二 ) 自然科基本能力中 (1) 應能正確操作自然科實驗 器材 (平均 4.650) (2) 應精熟國小自然科教材及自然科有關之知識 (平均 4.620) (3) 應 能整理自然科教材以利教學 (平均 4.505) (三 ) 態度中 (1) 與學童討論各項問題, 能接 受多樣化的答案 (平均 4.560) (2) 對自己的教學工作能不斷保持高度的熱忱 (平均 4.540) (3) 在學生做實驗時要有耐心按納學童實驗過程中的失誤 (平均 4.511) (四 ) 反 思能力中 (1) 遇到疑難問題, 會主動查詢資料 (平均 4.546) (2) 應能針對學生上課的反 應再調整教學方法或補充教材 (平均 4.507 ) (3) 教師在教學過程中除了反省自己的教學 法外亦能指導學生如何自我檢視學習態度及方法 (平均 4.421) (五 ) 評量中 (1) 能夠在 教學過程中注意學生學習反應。 並在教學後評量學生學習的成果 (平均 4.433)(2) 針對學 生之學習過程。能善用紙筆測驗、口試、實際操作資料收集等方法來評量學生的學習成果 ( 平均 4.321)(3) 應對學生之科學態度和科學技能採適當的評量方法 (平均 4.270) (六 ) 教學方法與策略中 (1) 教學時應能引用日常生活的經驗, 以幫助學生理解自然科學的概念 ( 平均 4.522) (2) 應能配合自然現象 (平均 4.465)(3) 應能運用適當教學策略以引起學 生的學習動機及興趣 (平均 4.442) (七 ) 行政管理中 (1) 在新的師資培育法中必須符合 修滿最低教育學分之要求 (平均 4.183) (2) 在師資培育法中採用師徒制的實習 (平均 3.649)(3) 在新的師資培育法中其複檢只採取證書檢即可 (平均 3.440) 在 (八 ) 學校行 政主管認定的自然科教師應具備之能力或條件前三項分別為 (1) 熟悉自然科教育、 器材、 教法 (2) 主動吸收新知、蒐集資料 (3) 要有高度熱忱。此研究的統計分析顯示了與性別有 顯著差異的有:教室管理、態度、反思能力、教學方法與策略。與年齡層有統計顯著差異的 有:自然科基本能力、態度、教學方法與策略。與服務年資有統計顯著差異的有:自然科基 本能力、態度、教學方法與策略、行政管理。 |
英文摘要 | This study investigates the basic abilities that elementary school science teachers in Taiwan, as well as those in Kimen and Matsu areas, should possess. In this study, the elementary schools are divided into three types, in terms of the number of classes in each school: large schools (more than 40 classes), medium-sized schools (from 20 classes to 39 classes), and small schools (fewer than 19 classes). A total of 153 elementary schools (5% from each type) were randomly selected for this study and each school was requested have its natural science teachers fill out a questionnaire. This questionnaire lists the basic abilities required of a natural science teacher, within eight general categories; (A) class management skills, (B) basic knowledge in natural science. (C) aptitude, (D) ability to reflect on one's teaching, (E) assessment skills. (F) teaching methods and strategies, (G) administration and management, and (H) basic requirements of a natural science teacher, specifically from the perspective of school administration authories. Among the questionnaires distributed (3646 is total), more than 77% (ie. 2832 copies) were returned. The following, based on the results of a computerized quantitative analysis. shows the top three basic abilities required within each category within category (A). the top three are (1) ability to create lively, interesting, and harmonious learning atmosphere (4.869). (2) ability to manage the classroom for effective learning (4.513), and (3) ability to handle daily classroom routines (4.397). The top three within category (B) are (1) ability to accurately operate natural science experimental instruments (4.650). (2) familiarity with the textbooks and general knowledge of natural science (4.620), and (3) ability to systematically sort out teaching materials (4.505). With respect to category (C). the top three abilities required are (1) willingness to discuss with students and to accept diversified answers from them (4.560), (2) possessing and maintaining high enthusiasm for the teaching task (4.540), and (3) patience with the errors students commit during the experimental process (4.511). For category (D), the top three are (1) the ability to do further research, should unsolvable problesm occur (4.546), (2) willingness to adjust teaching methods or supplement materials based on students response in class (4.507) and (3) ability to guide students to sell-examine their learning methods and attitude (4.421). For category (E). the top three abilities required are (1) keen attention to students' response in the learning process and constant assessment on student's performance (4.433), (2) ability to apply and make good use of different assessment tools on different occasions (4.321), and (3) ability to properly assess studnets' attitudes toward science and scientific skills with proper means (4.270). The top three abilities within category (F) are (1) ability to resort to common, everyday real-life experiences during teaching to help students to better understand concepts of natural science (4.522), and (2) ability to incorpotate natural phenomena into teaching activities (4.465), and (3) ability to use proper teaching strategies to keep students well-motivated and constantly interested (4.442). With respect to category (G), the top three requirement of a natural science teacher, all in accordance with the newly promulgated teacher-training laws, are (1) completion of the minimally required teacher-training courses (4.183), (2) completion of one-year master-apprentice type of practice teaching (3.649), and (3) a certified document (3.440) Lastly, for category (H), the top three abilities are (1) familiarity with the teaching materials, and experimental instruments, (2) initiative in gathering new information and relevant data, and (3) high enthusiasm (in teaching).The results of a statistical analysis show that there is significant difference between male and female teachers in the following categories: class management skills aptitude, ability to reflect on one's teaching, and teaching methods and strategies. The results also show that in terms of age difference, the following categories are statistically significant: basic knowledge in natural science, aptitude, and teaching methods and strategies. The statistical results show that in terms of service year difference too, the following categories are statistically significant: basic knowledge in natural science, aptitude, teaching methods and strategies, and administration and management. |
本系統中英文摘要資訊取自各篇刊載內容。