中等學校實習教師之反省式科學教學行動研究

The Study of Middle School Science Student Teachers' Reflective Action Research

佘曉清(Hsiao-Ching She) ； 連文惠(Wen-Huey Lien) ； 蘇蘭雅(Lan-Yea Su)

《科學教育學刊》 8卷3期 (2000/09) Pp. 273-286

https://doi.org/10.6173/CJSE.2000.0803.04

摘要

本研究的目的為探討二位職前科學教師在實習一年中，進行反省式教學行動研究之成長與改變。結果顯示反省式教學行動研究使得教師勇於嘗試將新的或曾在教材教法學過的教學策略應用於實務教學中，同時在此過程中得以(1).培養探究教學與自我反省的能力，(2).將教學提升到有意識、知覺的教學行為，(3).從依賴研究者發展到獨立自行探究的能力，(4).增進教師自我掌握教學行為與改進發展之能力，(5).因學生的學習成效而強化教師使用各種新的教學策略的教學信念、信心與勇氣，(6).行動研究成果更加強教師對於使用各種不同教學策略於實務教學的肯定。此文充分顯示教師反省式教學行動研究可促使實習教師在極短的一年中成長，為未來的教師專業發展生涯完成準備工作。

關鍵字

中等學校科學實習教師 ； 反省式科學教學行動研究

並列摘要

The purpose of this study is to explore how would reflective action research impact on these two science student-teachers' beliefs and teaching, and to investigate how did they develop their practice by doing action research over the year of student-teaching practice. The results show: (1). these two student-teachers developed their ability of teaching inquiry and self-reflection; (2). both of them changed from teaching intuitively to teaching consciously; (3). they became an independent teacher and researcher; (4). they have learned how to self-monitor their own teaching practice; (5). students’ learning outcomes reinforced their beliefs of trying variety of teaching strategies into classroom teaching; (6) the results of peer action research indeed influenced their teaching beliefs. This article indicated that requires student-teacher doing action research is a pressure for professor, however, this is an efficient way to make these student-teachers to grow up in such short time.

並列關鍵字

middle school science student-teacher ； reflective action research