國中生物教師課室教學表現評量基準表效化之研究

The Validation of a Rubric for Classroom Teaching Performance of Junior High School Biology Teachers

孫逸秀 ； 張文華

《科學教育》 11期 (2001/08) Pp. 200-216

https://doi.org/10.6767/JSE.200108.0200

摘要

本研究旨在修改Gallagher和Parker發展的STAM-Science Version，使之適合於分析國內中學生物教師課室教學表現使用。研究主要針對STAM-Sci的22個項目的完備性、層級的合理性、以及是否能適用國內的課室教學分析進行確認。研究過程採行質性研究法，資料來自：國內外相關課室教學表現的文獻、國內中學生物教師課室教學影帶、定期與研究室小組成員的協商討論、收集專家審查的問卷等，以完成資料的三角校正及一系列的修改工作。研究結果顯示STAM-Sci的22個教學表現項目，在融合各方的建議修改後，確認是完備的。在不同層級方面，經由增添其它文獻內涵、補充文字說明、舉例、修飾文辭等處理，使層級合理、內容清楚流暢。本文之末，針對使用者、未來研究方向、及師資培育機構三方面提出建議。

並列摘要

The purpose of this study was to modify the Gallagher and Parker’s STAM-Science Version for fitting in analyzing the Taiwanese junior-high biology teachers’ classroom teaching performance. The researcher examined the completeness of the 22 teaching performance items and the appropriateness of the description for each level. Besides, the analyzing guide of using STAM-S was developed. Qualitative method was adopted. Multiple-resources data collected for cross-checking and modifying the rubric included the abroad literature about classroom-teaching performance, 40 teaching videotapes of 11 beginning and 4 experienced junior-high school biology teachers, the transcripts of regular discussions with peers, and written suggestions from 7 experts. The results reveal that the 22 STAM-Sci items are complete after blending some suggestions and the 6 levels are reasonable via adding other literature contents, explanations and examples. Suggestions to users, future desired researches, and science teacher education are also presented.