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題名 | 生物教師的教學信念、教學、與師生互動--個案研究=A Biology Teacher's Belief, Classroom, Practices, and Interactions with Students--A Case Study |
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作者 | 佘曉清; | 書刊名 | 科學教育學刊 |
卷期 | 7:1 1999.03[民88.03] |
頁次 | 頁35-47 |
分類號 | 523.35 |
關鍵詞 | 生物教師的信念; 教學; 師生互動; Teacher's belief; Classroom practices; Teaching-student interaction; |
語文 | 中文(Chinese) |
中文摘要 | 本研究採用訪談與教室觀察法研究一位國中生物教師的教學信念、教學方式、學 生與教師的互動情形,進行為期一年深入的觀察研究。結果顯示該教師的教學信念為:教學 應優先培養學生主動建構知識、邏輯思考的能力,並培養尊重週遭的生物和非生物的情操, 以及合作學習的精神。其教學信念促使其教學以問問題方式引發學生思考為主要模式,配合 課程內容以多元化方式進行教學,進而營造出師生互動頻率極高且生動活潑的科學學習環境 。師生互動結果顯示出教師所引發之主要問題為概念性問題,其次為整合分析創新問題,同 時給予學生的回饋中最多是重覆答案,其目的多半是為考驗學生的思考或加強正確答案,其 次為問進一步的問題和澄清概念。研究結果充分顯示教師的教學信念不僅反應在其教學的方 式和內容之中,同時也反應在其與學生的互動關係中。除此之外,期望此個案的研究發現可 提供給生物教師們如何營造一個促進學生思考性教學的具體典範。 |
英文摘要 | The purpose of this study was to investigate a biology teacher's belief, Classroom practices, and her interaction with students in a middle school biology classroom for a year. Classroom observation and interviews provided the data for this study. Results indicate that hte teacher's beliefs are to make students independent thinkers, understand science knowledge, think logically, make everyday decisions base on science principles, recognize there are many other living organisms in this word besides, human beings, and to respect all life. Her classroom practices mainly used questioning strategy to facilitate opportunities for students active involvement in their own learning. In addition, she is quite flexible for using different strategies, supplements materials to make her teaching interest and closely related with students' daily life. Because of the teacher used questioning strategy as her main teaching practice, therefore, create a higher frequency of interaction in her classes. There is about more than 22 questions were initiated by the teacher per class, the most frequent questions were initiated by the teacher were conceptual and process questions, and the teacher gave students many more restating answer to challenge students, asking students further questions, and making clarification. Results seem to indicate that the teacher's belief somehow has impact on her teaching practice and her interaction with students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。