• 作者： 林曉雯
• 作者服務機構： 國立屏東師範學院數理教育學系
• 中文摘要： 本研究的目的是探討一位資深國中生物教師，在其教學情境中，如何持續的擴展其教學表徵，以引導學生學習生物學。研究資料的收集方法包括教室觀察、教師晤談、文件收集；全程均輔以錄影、錄音以便事後分析；並以「三角校正」的方法效化資料。研究結果發現(1)個案教師評鑑教學表徵，引發其擴展教學表徵；(2)個案教師安排概念的先後次序，以建構多重的表徵；(3)個案教師收集相關資料，以擴展教學表徵；(4)新的教學表徵是個案教師進行修正、特殊化、組合或創新的結果；(5)新的教學表徵必須經過預試及實際教學的修正。由於教學表徵的不完備性，造成形成表徵的兩難性，教師面對此兩難問題時，一面反省教學表徵的適當性，同時建構多重表徵，以引導學生學習科學。科學教師在擴展多重表徵的同時，不斷的運用、學習、重建相關的教學知識。本研究的啟示是，科學教師可藉由反省教學表徵的適當性，促成教師個人之科學教學專業知識的成長，值得科學師資培育機構及相關研究者參考。
• 英文摘要： The purpose of this study was to explore how an experienced biology teacher continually expandedrepresentations in her teaching career. Participant observation, interviews and various related documentswere used to collect data. The findings were presented in terms of five assertions: (1)The evaluationof representations made the teacher feel the need for change. (2) The teacher arranged representationsin an expanding sequence. (3) The teacher searched for data to form alternative representations. (4)New representations resulted from modification, specification, combination, or invention. (5)Repre-sentations were modified through pretests and classroom teaching. The incompleteness of representationsmade the content transformation act a dilemma. As Lucy managed dilemmas, she reflected on herrepresentations and continually expanded the representations. This process was based on her extensiveknowledge, and this knowledge was developed during the process. The implication of this study is thatscience teachers can reflect on their representations to promote professional growth.
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