頁籤選單縮合
題名 | 國小專家教師與新手教師教學理論建構之研究=A Study of Elementary Expert and Novice Teachers How to Construct Their Teaching Theories |
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作者 | 林進材; | 書刊名 | 國民教育研究集刊. 臺南師院 |
卷期 | 5 1999.06[民88.06] |
頁次 | 頁185-218 |
分類號 | 523.35 |
關鍵詞 | 國小; 專家教師; 新手教師; 教學; |
語文 | 中文(Chinese) |
中文摘要 | 本研究目的在於探討國小專家與新手教師教學理論建構之情形,以個案研究法探 討專家與新手教師在教學理論之建構情形;教學前、教學中、教學後的思考與決 定情形,並歸納本研究之主要發現,做成結論,並提出建議。 一、結論 (一)國小專家教師與新手教師在教學理論建構情形方面有明顯差異。 專家教師建立屬於自己特色的教學理論,新手教師則否。 (二)國小專家教師與新手教師教學前的思考與決定情形方面,專家教 師由教師的行為開始,新手教師由學生的行為開始。 (三)從事教學互動思考與決定時,國小專家教師有效地統整及掌握教 學的內外在線索,新手教師則否;專家教師比新手教師要求更多 的訊息和線索。 (四)從事教學反省思考與決定時,國小專家教師思考與決策的層面較 廣。 二、建議 (一)師資培育方面應運用專家教師教學研究成果,作為課程設計的 知識庫;瞭解準教師的教學理論建構情形,擬定各種調整策略; 在課程內容設計與實施方面,提供專家教師的教學理念及實務 觀摩的 機會。 (二)教師教學方面應該批判反省自己的教學活動;運用專家教學經驗 與模式作為訓練教學的依據;發展有效教學的知識庫,建立教學終 身成長與學習概念。 |
英文摘要 | The purpose of this study was to investigate how expert and novice teachers constructed their teaching theories. Case study method was used to compare the construction of teaching theories of expert and novice teachers before, during, and after their teaching. This study presents several important findings and suggestions as well. Four conclusions are presented as follows: 1.Expert teachers differed from novice teachers significantly on their construction of teaching theories. The expert teachers established their own teaching theories, but the novice teachers did not do so. 2.Before teaching began, the expert teachers started their thinking and decision making process with teacher's behavior. On the contrary, the novice teachers started with student's behavior. 3.During teaching, the expert teachers were able to integrate the information within their teaching. The novice teachers did not. In addition, the expert teachers requested for more information and cues than the novice teachers. 4.While reflecting and making decisions, the expert teachers considered more. Two Suggestions are presented as follows: 1.Teacher training programs should accumulate findings from studies on expert teachers and use this knowledge as the base of the training programs. The knowledge on the construction of the teaching theories' of future teachers provides information on the adjustment of training strategies. Expert teachers provide teaching philosophy and chances for practice for the design and implementation of curriculum. 2.Teachers should be critical on their own teaching. The experiences and patterns of expert teachers can be a base for teacher training program. Knowledge on effective teaching should be accumulated of form a concept that learning on teaching is a life-long process. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。