大學教師的教學觀與教學法之探究

本文探討了六位大學教師的教學專業特徵，旨在透過質性訪談的方式來了解大學教師個人的教學觀與教學法，藉以探索大學教師在教學中展現的教學專業特徵，尤其是轉化的能力，和影響大學教學專業的個人特質和外在環境因素。訪談六位大學教師，從其教學準備，課堂互動，教學方法和知識轉化以及影響教學的因素收集資料並分析。研究結果表示，大學教師教學中展現的教學專業特徵與文獻相似，老師的教學觀以教會並協助學生、培養就業能力和體會人生等，影響大學教學專業的個人與外在因素有：人格特質、教學熱忱、學校的政策和不友善態度等。教師們能依據學生能力和特點來轉化教學知識，而面對社會主流文化則以轉化的方式，積極協助學生提高文化資本，投入社會從事實作活動；本研究提出大學教師教學推理與互動模式，提供大學教師可依此建立自身的備課與教學觀，更強調教師自身的反思與反身性。研究者於文末提出對未來研究的建議。

關鍵字

大學教師；轉化型知識份子；教學內容知識；教學推理與互動模式

並列摘要

This article explores six university teachers' characteristics of the teaching profession and aims to understand the personal teaching perspectives of university teachers, the characteristics of the teaching profession exhibited by the university teachers in the teaching, especially the ability to transform knowledge, and the personal characters and external social factors that affect the teaching profession of the university from the perspective of pedagogy and sociology. The research questionnaire includes to interview six university teachers from their teaching preparation, classroom interaction, teaching methods and knowledge transformation, and factors affecting teaching. The research results show that the characteristics of teaching professions indicate that university teachers' teaching are similar to the literature. And the teaching concept of teachers teaches and assists students, cultivates employability, and appreciates life. Personal and external factors that affect university teaching majors include personality traits, Teaching enthusiasm, school policies and unfriendly attitudes. Teachers can transform content knowledge according to students' abilities and characteristics, and in the face of mainstream social culture, they can actively help students to improve cultural capital and invest in society to act from facts in a transformational way. This research proposes the model of the pedagogical reasoning and interaction of university teachers, which provides university teachers with the ability to build their own lesson preparation and pedagogical concepts, and emphasizes their own reflection and reflexivity. Suggestions for future studies were provided.

並列關鍵字

university teachers ； Transformative intellectuals ； pedagogical content knowledge ； pedagogical reasoning and interaction model

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