應用協同教學以發展國中科學教師PCK之行動研究

An Action Research of Applying Team Teaching to Develop A Secondary Science Teacher’s Pedagogical Content Knowledge

羅慧英(Hui-Ying Lo)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900066

摘要

本研究旨在探討一位國中自然科教師應用協同教學以發展其學科教學知識，以及學生對於教師學科教學改變的知覺，最後探討協同教學之實施困境與因應之道。
本研究採行動研究法，於九十六學年度第一學期實施(自九十六年九月至九十七年一月止)，針對研究者所任教班級的三十六名三年級國中學生，實施地球科學的課程；資料蒐集包含量化和質化資料，質性資料主要藉由錄影收集上課教學活動內容、晤談記錄、學生之科學學習日記、教師省思日誌；量化資料以「學生對教師教學知識的知覺問卷」進行描述性統計及T檢驗等分析。
研究結果顯示，研究者初始的學科教學狀況較單一、變化性較小，其中在「學科專業知識」得分最高(M=36.56，SD=3.60)，其次是「學生知識與評量」(M=35.39，SD=4.60)，第三為「教學表徵」(M=34.58，SD=4.38)，而「教學策略」最低(M=32.44，SD=4.16)，但經歷了二次協同教學改變研究後，學生對教師的學科教學知識知覺為：
(一)在教學策略方面：運用不同教學方式上不同單元來提昇學生學習興趣，增加模型運用並適時提供科學活動讓學生繼續研究科學。
(二)在教學表徵方面：更常使用動畫並增加故事、生活實例方式解釋科學概念，但運用真實事物有稍微減少趨勢。
(三)在學科專業知識方面：研究者的專業知識豐富且教學能力強，但協同老師仍有進步空間。
(四)在學生知識與評量方面：運用多元評量的方式，評量出學生對教材的理解程度。
在協同教學過程中，研究者所面臨的困境為：(一)協同教師難尋；(二)備課時間過長；(三)學校硬體設備不足。另外研究中亦發現，協同教學並非想像中困難：(一)在合作關係上：與協同老師間維持著良好關係。(二)在行政配合上：僅需向學校報備，並無遭到刁難。(三)上課時間不足問題：增加備課時間，節省上課時間；運用導師班，課程彈性大且與學生熟悉，節省維持秩序時間。(四)入學考試壓力問題：學生認為協同教學對於學業有幫助，並期待研究者能常常運用協同教學。

關鍵字

行動研究 ； 協同教學 ； 學科教學知識

並列摘要

The purposes of this study were to investigate one secondary science teacher to develop her pedagogical content knowledge applying team teaching, to assess students’ perception towards the methods of the change on their teacher, and finally to assess the difficulty and solution of team teaching implementation.
Based on action research, the study designed and implemented an earth science curriculum for 36 the third grade in junior high in the researcher’s class from September in 2007 to January in 2008. Both qualitative and quantitative research methods were used in the study. The qualitative data included: the video taping on teaching activities, the record of the interviews and feedback from students, and the reflective journals from the teachers. The collection of the quantitative data included pre and post of “The Students’ Perceptions of Teacher’s Knowledge (SPOTK)”. Data analysis includes descriptive statistics and t-tests analysis.
The results of this study showed that researcher’s original pedagogical content teaching is unitary, and the highest score was in subject-matter knowledge (M=36.56,SD=3.60), the second score was in knowledge of how to assess students’ understanding (M=35.39,SD=4.60), the third score was in representational repertoire (M=34.58,SD=4.38), the lowest score was in instructional repertoire (M=32.44,SD=4.16), the mobility was small, but through the two-time changing of team teaching, the students’ perceptions toward the author’s teaching were:
1. In instructional repertoire: The teacher could design different teaching activities for different units, use more models to promote students’ studying interest, and provide the science activity to let the students continue to study the science at the right moment.
2. In representational repertoire: The teacher often used the animation and increased the stories, the life examples to explain scientific concept, but the utilization of real things explained the scientific concept has slightly reduced.
3. In subject-matter knowledge: The researcher had rich specialized knowledge, and a great teaching faculty, but there was still much room for improvement to the team teacher.
4. In knowledge of how to assess students’ understanding: The teacher had used various ways to estimate for the students’ understanding.
In the team teaching process, the researcher faced three difficulties: 1. It’s difficult to seek the team teacher. 2. The time for preparing the curriculum was excessively long. 3. The hardware equipment at school was insufficient.
Moreover, it’s also discovered that the team teaching was not difficult as we imagined before: 1. In cooperation: Between the researcher had good relations with the team teacher. 2. In administrative coordination: The researcher only needed to prepare to inform the school, and didn’t encounter any difficulties. 3. The insufficiency of the school hour: The researcher increased time to prepare for the curriculum, in order to save school hours; Using the home-room teacher’s class, curriculum elasticity and familiarity with the students saved the time for the maintenance of order. 4. The pressure of the entrance examination: The students thought that the coordination teaching was helpful to the studies, and expect that the researcher was able to apply the team teaching frequently.

並列關鍵字

Action research ； Team teaching ； Pedagogical content knowledge

參考文獻

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