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題 名 | 國中理化教師專業知能之研究=A Study on Teaching Competencies for the Secondary School Science Teachers |
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作 者 | 陳振明; 江新合; | 書刊名 | 科學與教育學報 |
卷 期 | 2 1998.06[民87.06] |
頁 次 | 頁103-120 |
分類號 | 524.5 |
關鍵詞 | 國中理化教師; 教師專業知能; Secondary school science teachers; Teaching competencies; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以「目的判斷取樣」的方式,選取理化初任教師(服務年資1-3年,平均 1.91年)23人與職前教師(某師範大學化學系四年級應屆畢業學生)35人為研究對象。以 陳振明(民86)所發展的「情境式國中理化教學專業知能評監工具」對受試群之教學專業知 能進行評鑑。 本研究的主要結果與發現為:由質與量的分析得知,兩受試群大部分的「教學創造力」 得分偏低,且教學理念仍是以教師為中心,以教完教材內容為主要教學目的,較少體認到師 生互動的重要性,學生才是學習活動中的中心點,而且將教學與評量視為互為獨立的事件, 沒有將這兩者視為是一體兩面,所以在大部分受試者的教學設計中很少顯示出這樣的理念。 |
英文摘要 | The subjects of this study were selected non-probablistically. 20 naive teachers (who had taught for one to three years, and average teaching years are 1.91) and 35 pre-service teachers (who are senior students in a normal university, majoring in chemistry) are selected. The subjects are evaluted by this assessment and the main findings in this study are: Contain of the assessment incide: 1.the analyzing ability of the teaching situation. 2.the finding problems ability in teaching. 3.the criticizing ability、the reflecting ability、and the improving ability in teaching. 4.the creativity ability in teaching. 5.the originality in teaching. The data shows that the naive teachers and the pre-service teachers both weakness in "creativity teaching ability", and focus on teacher center teaching, meantime less in interaction with students. They both neglect the relationship between teaching and evaluation. |
本系統中英文摘要資訊取自各篇刊載內容。