• 作者： 段曉林; 高榮成
• 作者服務機構： 國立彰化師範大學科學教育研究所; 台束市新生國中
• 中文摘要： 本研究的目的在檢驗一位初任女教師在大四至大五上學期期問，其理化的教學特質與成長。研究的理論架構，採微觀與巨觀的學科教學知識。研究方法採質的研究。資料收集包含教室觀察、晤談與文件收集。研究進行期問，由個案質淑美的大四教材教法與實習課，至大五上學期期末止。資料分析主要採分析歸納法。研究發現顯示，淑美的學科教學知識特質包函教學策略與教學表徵兩部份。她的教學策略主要採用驗證式的方式教授科學概念。淑美的教學表徵包涵，口語表達、解題演練、示範、生活實例、利用口語與圖示等方式。淑美的學科教學知識發展呈現出統整、關聯、與具體的特徵。在研究結束時她的教學思考已經能同時整合學科、教學、與學生。在教學中她試圖將學科知識與學生的理解做關連。雖然她企圖使用不同的表徵使得學生能理解概念，但這些表徵未必能符合學生的理解程度。她的學科知識亦從對理化科課程一般的看法，到學生在每單元大致需瞭解到的目標。最後，影響淑美學科教學知識發展之因素，包括其對科學教學與對學生的知覺，她對於檢驗學生的理解程度與合宜的課程目標不夠敏銳，她本身對教學知識的淡忘，和在不同的教學文化情境中所造成的教學重心差異。文章最後亦對於未來科學師資培育做一建議。
• 英文摘要： The purposes of this study were to examine a beginning Taiwanese female science teacher's physicalscience teaching, and how her science teaching developed from her senior year to her first semester ofclassroom teaching. Both microscopic and macroscopic pedagogical content knowledge (PCK) wereimplemented in the investigation. A qualitative research method was applied. The research was conductedfrom Shu-May's senior year to the first semester of her beginning year. The findings revealed that thenature of Shu-May’s PCK consisted of instructional strategies and representation. Her instructionalstrategies were characterized by the verification method of introducing science concepts. Her instructionalrepresentation included linguistic expressions, calculation problems, demonstration, daily-life experi-ences and relevant examples via verbal and visual display. Shu-May’s PCK development revealedintegration, relevance, and specificity features. Shu-May’s knowledge of her students changed froma general view of student learning to a more specific understanding of their content learning ability.Her content knowledge also changed from a general view of the physical science discipline to specificknowledge of what students should know about each topic. Factors influencing Shu-May's PCKdevelopment were her perceptions of science teaching and students' science learning, her insensitivityin both judging students’level of understanding and deciding on appropriate goals for the lessons, herdeclining retention of pedagogical knowledge learned in teacher education programs, and the differentcultural norms she perceived in different teaching contexts.
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