- 作者: 楊榮祥; 吳宜玲
- 作者服務機構: 國立台灣師範大學生物學系
- 中文摘要: 本研究採用詮釋性研究法,以研究一位初任生物科教師的專業能力發展過程中,學生知識在學科教學知識各項構成因素中的重要性。由連續觀察共達55詳個案教師所擔任生物課以及課前或課後的晤談,及有關教學各項文件檢視所收集質的數據,再配合教室互動分析及學生問卷中所得量化數據,並進行三角校準以考驗研究效度。研究結果顯示這位新手教師雖能成功地營造生動活撥的教學環境,卻因缺乏有關學生實質知識,使她不能創造更為合適的教學表徵,包括類比和隱諭以助學生們建構新的知識。以這位個案教師而言,有關學生的知識似乎就是教學專業技能發展的關鍵性基礎。
- 英文摘要: The purpose of this case study was to describe and identify if knowledge of students was an importantfoundational component of PCK (Pedagogical Content Knowledge) for a beginning biology teacher.Interpretive research methods described by Erickson(1986) were applied in this study. Multiple datagathering methods, both qualitative and quantitative, were used to collect data from 55 consecutive periodsof classroom observation across a complete academic year. Data obtained and used included field-notes,after-class interviews, classroom interaction analyses, and student questionnaires. Triangulation tech-niques were employed to enhance the validity of the findings. Data indicated that the novice teachercould create an active classroom environment, but that her poor knowledge of students prevented herfrom managing more effective communication in the classroom. In the instructional activities, the teacheralways failed to find appropriate analogies, metaphors, and representations for students’constructionof knowledge. For this novice teacher, knowledge of students seemed to be an important foundationalcomponent; her lack of this knowledge limited her PCK growth.
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