• 作者： 江新合
• 作者服務機構： 高雄師範大學科學教育研究所
• 中文摘要： 有見於實習教師第五年的實習教育目標係提供實習教師有機會將學校四年所學的教育理論和教育實務結合，並建構出符合實習教師個人特質和時代需求的教學知能。因此實習教師第五年的學習成果，不但影響實習教師本身的教學知能，更影響整體教育的品質，而且在實習的過程中更能看出實習教師所學。有鑑於此，本研究將利用時問序列分析法找出實習教師的主要教學知能，以及欠缺的教學知能。研究歷程將分為三個不同階段：即在實習第一學期的期中和期末，以及第二學的期中，分別進行結構性和非結構性深度訪談、分類法，先找出一般發現，再利用歸納法找出主要看汰，最後再利用歸納法，找出主要看法，然後再應用心理學、認知心理學、和知識等，以及歸納法、綜合法和推論法，找出主要結論。 本研究所獲得的結論如下：結論1：個案實習教信仰客觀主義（含理性主義和經驗主義）的科學知識觀。因此其教學行為均傾向以講解式為 主，而實驗教學則以食譜式為主。結論2：個案實習理化教師共同具有的教學知能是（除本科專業知識外）：講解式教學策略、將講課綱要抄在黑 板上、引導學生學習（於問閉鎖式問題、要求學生動手解問題等）、控制教室的秩序、待學生回答問題 後，又重複扼要說明該問題的重要概念、食譜式實驗教學法、控制實驗室的秩序，以及分組巡視實驗等。結論3：實習教師具有之相關教學策略的教學知能不足。結論4：在上課進行中，實習教師能應用的教學策略不夠多，顯示其具有之教學知能不足。結論5：在實驗教學中，實習教師能應用之實驗室教學策略不夠多，顯示其具有之實驗室教學知能不足。結論6：實習教師具有之個別化教學理論和個別化教學策略的教學知能不足。結論7：實習教師具有之有建構主義的科學知識觀和建構式教學策略的教學知能不足。結論8：實習教師具有之師生互動，和同儕互動等攸關認知學習的教學知能不足。
• 英文摘要： Five novice physical science teachers from the Physics Department of X NormalUniversity were selected as subjects of this study. Data was collected in three phases: thefirst phase occurred during the midterm of the first semester, the second phase during thefinal term of the first semester and the third during the midterm of the second semester.Methods of data collection in each phase consist of in-depth interviews includings astructured interview and an unstructured interview, classroom observations with taperecordings, and an investigation of students’perceptions of teaching. All the raw data wasvalidated by triangulation and analyzed step by step involving the scientific methods ofclassification, induction, synthesis, and deduction. The study's general discoveries weremade during the first step of analysis, while major assertions were made after furtheranalysis of the general discoveries. Finally, conclusions were drawn from a synthesis oflearning psychology, cognitive theory, and epistemology. This study revealed the followingfacts：(1) The selected novice teachers believe in objectivism (including both realistivism and empiricism), and tend to teach their students by following the text exactly and doing the experiments as if they were cooking from a recipe.(2) They seem to share such teaching strategies as giving oral explanations, outlining contents on the blackboard, directing students’learning via asking convergence ques- tions or problem solving, controlling classroom order, repeating important concepts shortly after students answer questions, doing experiments in a recipe style, controlling lab order, and looking after each group's experiments.(3) Their knowledge of teaching strategies is not sufficient.(4) Their knowledge of lab teaching strategies is not sufficient.(5) Their knowledge of individualized instruction and individualized teaching strategies is not sufficient.(6) Their knowledge of constructivism and constructivist teaching strategies is not suffi- cient.(7) Their knowledge of interaction and interactive teaching strategies is not sufficient.
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