- 期刊
自造者教師的教學信念研究
A study of Teachers' Beliefs, Formation and Transformation of Maker Educators
摘要
教師的教學內容與教學規劃受內在信念的影響甚鉅，本研究的目的在了解影響小學自造者教師教學信念與內涵的因素和歷程，以及探討信念轉為教學實務內容。本研究以多重個案的研究方法，立意選取六名教師作為研究對象，經由深度的訪談、參與觀察與文件蒐集等研究方法蒐集資料，透過半結構式之深度訪談瞭解研究對象之教學信念，以及如何影響其教學實務。研究工具經專家效度修正後方進行資料的蒐集。研究發現自造者教師的教學信念內涵包括：（一）動手做可增進學生的學習興趣；（二）自造教學可增進學生的思辨與表達能力；（三）可培養學生解決問題的能力；及（四）可提供孩子創新能力的學習。改變教師信念的因素包括：（一）個人背景：教師的人格特質、成長經驗；（二）外在環境：教學環境、社會趨勢；（三）教學激勵：學生與教學的回饋等。
並列摘要
Internal beliefs influence teaching contents and plans a lot. This study is aimed to comprehend belief contents of elementary school maker educators and how the beliefs are transformed into teaching practices, contents and strategies. This study describes teaching practices and analyzes beliefs of elementary school maker educators via the research method of multiple case studies. Six teachers are selected as research subjects, and materials are collected by in-depth and half-structured interview, participatory observation to understand subjects teaching beliefs and how they affect teaching activites. The research tools used to collect the data are modified by expert validity. Teaching belief contents of maker educators in elementary school include (1) Enhancing students' learning interst by hands-on activities, (2) reinforcing students' critical thinking and expression abilities by maker education, (3) developing students' problems-solving abilities, and (4) providing opportunities for students' creative learning. Factors that influence beliefs include (1) personal background: characteristics, life experiences, (2) external environment: teaching environment and the trend of society, and (3) inspiration of teaching: feedback of students and rewards of teaching competitions.