一個教學反思模式對國小自然科教師PCK之探討

Exploring a Teaching Reflection Model to develop PCK of Elementary Science Teacher

陳玲芝(Ling-Chih Chen)

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(2012年)

https://doi.org/10.6840/cycu201200408

摘要

本研究旨在探究運用研究者發展的教學反思模式對國小自然科教師PCK之影響，並探討此教學反思模式的實施困境與解決之道。本研究採質性研究取向的個案研究法，針對個案教師所教授自然與生活科技領域中的自然科，任意挑選其任教班級中的一班六年級三十五名學生，進行「熱的傳遞」、「簡單機械」和「生物和環境」三個單元的教學。資料蒐集的方式包括：教學設計(教案)、教學錄影、教室觀察、反思札記、反思會議、教師訪談和學生晤談，將資料進行文件分析並歸納，以獲得研究結果。經過一個學期的研究，本研究結果發現：
一、 個案教師學科專業知識的主要來源是教師手冊，喜歡請教同儕，偶爾會上網查詢資料；使用的教學策略較單一化，最喜歡使用的教學表徵是「模型」；學生知識與評量較簡單且變化少。
二、 教學反思模式能發展國小自然科教師之學科教學知識。教學前，個案教師閱讀教師手冊再輔以省思教學經驗來理解學科專業知識、設計教學策略、選用教學表徵以及訂定評量方式；教學中，學生的反饋會刺激個案教師反思，變換教學策略或教學表徵；教學後，大多基於學生的評量回饋而有所反思，同儕於反思會議中的刺激也會促使其反思教學。個案教師實施教學反思模式後，在學科專業知識方面的增長最為明顯，其次是學生知識與評量方面的評量。
三、 在教學反思模式實施的過程中，研究者所面臨的困境是：反思內涵不易切割、教師PCK不易測量、需要天時地利人和。
在教學上，建議教師能尋求同儕成立反思學習社群進行反思性的專業對話來發展教師之學科教學知識，學校能依教師專長排課，教育行政單位能實施教師評鑑，發展教師專業。建議未來研究能將研究對象增加為兩位以上，針對教學反思對自然科教師PCK其他項度的發展做進一步的比較，探討對學生學習成效之影響，並應用在其他教學領域。

關鍵字

自然科教師 ； 教學反思 ； 學科教學知識(PCK)

並列摘要

The purpose of this study was to explore the change of an elementary science teacher’s pedagogical content knowledge (PCK) after implementing the teaching reflection model. There were 35 primary students participating in this study, and they were taught three units including “heat transfer,” “simple mechanisms,” and “living creatures and the environment.” In this study, a qualitative analysis was adopted. Data were collected from lesson plans, teaching recordings, classroom observations, reflective notes, reflection meetings, teacher interviews and student interviews. After a semester, the results of this study are as follows:
1. The main resource of the case teacher’s subject-matter knowledge (SMK) was the teacher's manual. Sometimes, the case teacher liked to consult with her peers, and she surfed on the Internet occasionally. The case teacher’s teaching strategies were straight-forward and she liked to use “models” in her teaching as her favorite representational repertoire (RR). The case teacher’s knowledge of how to assess students’ understanding (KSU) was simple and incomplete.
2. The teaching reflection model helped to develop the elementary science teacher’s PCK. Before teaching, the case teacher’s reflection was influenced by the reading of the teacher's manual and her teaching experiences. During teaching, her reflection was influenced by students’ feedback. After teaching, her reflection was mostly influenced by student’s assessment and peers’ suggestions. After implementing the teaching reflection model, the most obvious growth of her PCK is SMK, followed by KSU.
3. In the implementation process of the teaching reflection model, the difficulties faced by the researcher were as follows：the connotations of reflection were not easy to be categorized, difficulty in measuring teachers' PCK, and problems in finding the right peer at the right place at the right time.
Based on these findings, implications for teaching and recommendations for future studies are proposed.

並列關鍵字

teaching reflection ； science teacher ； pedagogical content knowledge (PCK)

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