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頁籤選單縮合
題 名 | 教師知識與教室談話=Teacher's Knowledge and Classroom's Discourses |
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作 者 | 鄭明長; | 書刊名 | 國教學報 |
卷 期 | 10 1998.09[民87.09] |
頁 次 | 頁217-248 |
分類號 | 522 |
關鍵詞 | 教師; 學科知識; 教室談話; 教學; |
語 文 | 中文(Chinese) |
中文摘要 | Vygotsky認為學習活動可以帶動發展歷程,在教育創造的學習歷程中,語言作為 一種心理工具具有媒介功能,師生間的談話提供教學的脈絡,更是教師與學生互動的重要關 鍵因素,而知識則會影響師生對談話內容的理解。本研究針對教師知識對教師談話的影響和 學生談話對教師教學的影響,對國小五年級社會科教師教學,進行教室觀察,結果發現學科 知識豐富的教師其談話較為多樣化,會提供學生思考的架構並對故事內容進行分析,學生的 談話大多是要求釐清語詞意義,對學科知識較生疏的教師,並有引導其講課內容與討論方向 、及更正教師談話內容的情形。 |
英文摘要 | Vygotsky suggested that learning could improve development. In the process of learning created by education, language, as a psychological tool, has a function of mediation. The speech between the teacher and students provided the context for instruction, which had important effect on the interaction between the teacher and students. Knowledge affected teachers' and students' understanding. By instructional observation of the social science teachers in a primary school, this research found that the discourses of the teacher with more rich content knowledge were more varied than the discourses of the teacher with limited content knowledge. The teacher with more content knowledge could provide frames for students to think and analyze the content of stories. Most of the students' utterances asked teachers to clear the meaning of teacher's words, guided the orientation of instruction, and corrected the content of speech of the teacher with limited content knowledge. |
本系統中英文摘要資訊取自各篇刊載內容。