小學中國語文科教師信念初探

The Teacher Belief of Chinese Teacher at Primary Level

陳健生(Kin-Sang Chan) ； 霍玉英(Yuk-Ying Fok)

《課程與教學》 3卷2期 (2000/04) Pp. 115-134+157

https://doi.org/10.6384/CIQ.200004.0115

摘要

本文是一個案研究，透過文獻探討、課堂觀察以及課堂前後的晤談，探討小學中國語文科教師教學信念的特徵、類別系統。本研究發現研究對象有其獨特的信念系統，和中國語言、文化、歷史的歷鍊很有關係，並深深地影響了課室的教與學。通過研究的發現，期望研究的結果能為從事教師教育、中國語文課程設計與實施者及政策決定有關人員提供參考。

關鍵字

教師信念 ； 中國語文科 ； 課程實施

並列摘要

This is an exploratory study on the cases of the primary Chinese Language teachers' implementation of the Chinese curriculum. Through the related literature review, classroom observation and interviews before and after the lessons, this study aims to explore the characteristics, categories, systematic organization, functions and significance in teaching of these Chinese teachers' beliefs. The results of the study reflect that traditional Chinese culture and contemporary social culture both have impacts on the Chinese teachers' beliefs. The results of this study shed light on the areas of teacher education, curriculum design and implementation as well as the policy decisions on Chinese language curriculum.

並列關鍵字

teacher belief ； Chinese language ； curriculum implementation

參考文獻

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Elbaz, F.(1981).The teacher's 'practical knowledge': Report of a case study.Curriculum Inquiry.11(1),43-71.

Lee, C. K. J.,Wong, K. M. P.(1997).Student teachersapos|perception of teaching and learning: An exploratory study of the level of reflectivity.Educational Research Journal.12(2),180-189.