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題 名 | 新世紀國小科學教師專業素養之研究=A Research on the Professional Literacy of Elementary Science Teachers in the New Century |
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作 者 | 黃萬居; 熊瑞棻; | 書刊名 | 臺北市立師範學院學報. 人文藝術類社會科學類科學教育類 |
卷 期 | 35:2 民93.09 |
頁 次 | 頁201-229 |
分類號 | 523.3545 |
關鍵詞 | 科學教師專業素養; 學科教學知識; 教學技能; 教師專業進修; 大慧研究法; Science teachers' professional literacy; Pedagogical content knowledge; Teaching skill; Teachers' professional refresher course; Delphi method; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國小科學教師應具備的科學學科教學知識、教學技能以及專業進修的需求、管道與成效。研究方法為大慧研究法(Delphi method),諮詢委員共計21名。背景為在國小師資培育機構擔任教授具具有科學教育背景專長者,包括八所師範學院以及開辦教育學程中心之各大學院校。研究工具為「新世紀國小科學教師專業素養研究」問卷,題型以五點量表搭配開放性意見表達,使用SPSS 10.0 for Windows電腦套裝軟體進行統計分析;經過三回合的調查後,彙整出各方普遍較一致之意見,作為本研究之結論。 本研究綜合各方意見有下列幾項發弄:(1)在科學學科教學知識方面,首先教師要熟悉九年一貫十大基本能力,以轉化為教學行動;其次,教師要具備評選科學教的能力;根據學生能力、先廠知識、學區特性以及各版本教科書之差異,補充或刪改教材;最後,教師要熟悉自然科教具的管理與維護。(2)在教學技能方面,教師要注意實驗教學與實驗室安全教育,以及化學藥品廢葉物的處理工作;其次教師要能在各種場合以各種教學方法進行科學課程,並實現戶外教學的教學目標;最後,教師要能發揮班級經營技巧,建立親師生良好互動關係與溝通管道。(3)在專業進修方面,透過各種管道促進教師專業成長的良性互動,進行參與專業進修課程 以重新建立專業自主的教師形象。 上述為新世紀國小科學教師所應具高之專業素養具體發現,期盼能提供教育當局在制訂師資培育政策與規劃教師專業進修課程的參考。 |
英文摘要 | This research used Delphi Method. There were 21 consultative committee members who were teaching at teachers colleges and specializing in science education. The instrument was the questionnaire “Research on the Professional Literacy of Elementary Science Teachers in the New Century” that was mainly composed of the five-grade marking chart with open-ended questions. The statistics analysis instrument was “Computer Software, SPSS 10.0 for Windows”. The conclusion of this research was the agreed-upon opinions combined three rounds of survey. After combining and integrating professors’ opinions, the researches found: (1)For the science PCK, first teachers should understand the top ten core competences of Grade 1-9 Curriculum and put them into teaching practices. Second, teachers should have the competences of assessing and selecting appropriate science teaching materials and revising current materials based on students’ different capability, previous knowledge, and school environment. Finally, teachers should manage and maintain science-teaching aids well. (2)For the teaching skills, teachers should do experiments, lab safety education and waste chemicals and drugs well. Teachers also can teach science anywhere, any teaching method and educational field trips. Moreover, teachers cause classroom management skills to establish teacher-student-parents interaction and communications well. (3)For professional in service-training, teachers should take any available opportunities to attend professional refreshers to reshape teachers’ image as being professional and self-determined. The researchers suggested that elementary science teachers should process the above professional literacy in the new century. The professional literacy can hopeful serve as a reference for education authority in stipulating teachers training policies and designing teachers’ professional refreshers. |
本系統中英文摘要資訊取自各篇刊載內容。