微試教與教學觀摩活動對物理職前教師教學觀念之影響

Influence of Microteaching and Classroom Observation on Preservice Physics Teachers' Conceptions of Teaching

許志逸 ； 陳錦章

《科學教育》 11期 (2001/08) Pp. 77-95

https://doi.org/10.6767/JSE.200108.0077

摘要

本研究的目的在探索物理職前教師的教學觀念與其對教學設計和實務之影響，以及微試教與教學觀摩活動對物理職前教師教學觀念之影響的面貌，研究的對象是國立彰化師範大學物理系三位四年級同學。本研究資料的收集方式，以職前教師在微試教前後及教學觀摩之後的晤談內容為主，再輔以職前教師的微試教單元之教案、教學流程與工作單，與職前教師在微試教課程中的心得日誌等書面資料，並以三角校正法比對、校正、查核和修訂，再經過分析與歸納，統整出物理職前教師的教學觀念之相關面貌的詮釋。
研究結果顯示三位職前教師的教學觀念所涵蓋的內容互有異同，且在深度與廣度上亦有差異，由於三位職前教師的教學經驗多寡不同，其中有兩位職前教師的教學觀念較屬於表面上的體認，對學生學習的認知和過程缺乏適切的瞭解與經驗；而另一位職前教師則較能從學生的觀點思考教學的設計與學生的學習。此外，研究發現職前教師的教學觀念確實會影響其教學時的活動設計與策略，且教學觀念在教師思考的歷程裡會進行激盪與整合，進而影響職前教師在教學實務上的表現及行為。至於微試教與教學觀摩活動對三位職前教師也有不同的影響，微試教活動的課程確實讓較無教學經驗的職前教師，在教學的表現上有進一步的成長和體認，但對較有教學經驗的職前教師而言卻無深層之影響；而教學觀摩則確實能讓職前教師體會到教學及課室當中真實且複雜的一面，進而促使職前教師改變一些原本過於理想的認知。
整體而言，職前教師已有的教學經驗，對其教學觀念思索的深度與廣度，以及在微試教和教學觀摩活動中的成長有著非常重要的影響。而且較無教學經驗的職前教師在教學上較著重教學的技巧和呈現的方式，因此在微試教與教學觀摩的活動中，此類的職前教師在教學表現的成長與體認上有顯著的進步。職是之故，未來的師資培育應重視職前教師已具有的教學經驗，以提供職前教師應有的協助或順勢提昇職前教師原有的教學知能，甚且應讓職前教師有實地教學的機會，以及多與有經驗教師進行經驗的傳承，如此在職前教師形成專業的知能上應會有所幫助。

並列摘要

The purpose of this study is to investigate the influence of preservice physics teachers’ conceptions of teaching on the instructional design and practice, as well as the influence of microteaching and classroom observation on the preservice physics teachers’ conceptions of teaching. The subjects of this study are three preservice physics teachers who were completing undergraduate degrees in National Chang-hua University. The main data resource was the interviews that carried out before and after microteaching, and after classroom observing. The other data collection included the instructional planning, work sheets, and personal journals in the microteaching course.
The results of the research show that the teaching conceptions of three preservice teachers are not the same to each other. Two of three preservice teachers are lack of the knowledge and experience about the cognition of student learning, but the other one could think about the instructional design and help students to learn through the viewpoints of students’ learning cognition. In the light of data analysis, the different teaching conceptions among the three preservice physics teachers result from the different amount of teaching experience that the preservice teachers had owned originally. In addition, the study finds that the preservice teachers’ teaching conceptions affect the design and planning of instruction activities indeed, and also affect the behavior and action of the preservice teachers in the teaching practice.
Microteaching and classroom observation make different influence on the three preservice teachers. The activities of microteaching help the preservice teachers who have less teaching experience progress in the behavior of instruction, but the influence on the preservice teacher who has more teaching experience is not profound. The activities of classroom observation can help the preservice teachers realize the real and complex aspects of instruction and classroom indeed, and change the ideal conceptions of teaching that the preservice teachers had owned originally.
In conclusion, this study suggests that teacher education programs should attach the importance to the teaching experience that the preservice teachers had owned originally, and provide the necessary assistance to promote the teaching competency of preservice teachers. In addition, programs of teacher education should also provide the preservice teachers with the opportunities of field teaching and sharing experience with the professional teachers.