- 作者: 林曉雯; 楊榮祥
- 作者服務機構: 國立屏東師範學院數理教育學系; 國立臺灣師範大學生物學系
- 中文摘要: 本研究的主要目的是探討四位優秀的國中生物教師於教學中,將生物科學知識轉形為不同型式的教學表徵以幫助學生學習生物時,所需要的知識類別。本研究以教室觀察、教師訪談、學生訪談、以及文件收集的不同方式收集資料。全程皆輔以錄音與錄影以便事後分析。研究結果發現教師具有豐富的知識以為形成教學表徵的基礎,這些知識依研究者的分析可區分為六大類,他們分別是於關於:(1)學科專門知識的知識,(2)學生與學習生物知識的知識,(3)生物課程的知識,(4)生物教學媒體的知識,(5)生物教學情境的知識,(6)教學表徵的知識。每一類別的知識又包括數種次類別的知識,這些知識互相交錯重疊,互相影響,形成一知識體系,這種知識體系是教師形成有效的教學表徵的重要基礎。此研究結果可以幫助我們進一步的了解專家教師教學知識的特性,並為科學教師與科學師資培育者之參考。
- 英文摘要: The purpose of this study was to identify the knowledge base that contributed to biology teachers’instructional representations. Classroom observations, interviews, and analysis of various related docu-ments were collected data from four junior high school biology teachers. Analysis indicated that theteachers’knowledge base of instructional representations consisted of six major categories: knowledgeof subject matter, students, curriculum, teaching media, contexts, and alternative representations. Eachcategory in turn could be divided into several subcategories. The teachers integrated their understandingof all components of the knowledge base to represent subject matter for teaching. Additional informationrelated to the knowledge base of expert teachers were also discussed.
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