國中英語科專家教師教學轉化歷程之研究

研究旨在瞭解國中英語科專家教師教學轉化的歷程，並進一步探究在教學轉化歷程中的影響因素，以及教師如何面對這些挑戰。研究採質性研究，以個案深入訪談，進而去勾勒出國中英語科專家教師教學轉化的歷程圖象，故透過深度的訪談以及入班進行課堂觀察，以課堂觀察輔助訪談資料的內容，以及相關的教學文件資料以做為資料蒐集來源。依研究結果發現如下：一、專家教師在教學轉化當中，教學核心思維的的重要性。專家教師認為英語是用來溝通的，以及對於英語科知識架構的專業知能。二、專家教師教學轉化歷程如下：在教學的準備上專家教師從有感出發再以解構再建構的方法，整新梳理教材；表徵上專家老師透過明確的方法策略協助學生表徵化教材內容以及類化學生學習經驗；專家教師在教學方法的選擇上以學習策略的指導並以議題探究式的教學，提供學生真實情境的英語教學；專家教師因應學生個別差異，而給予不同成就學生不同的教學方法，與學生建立良好的師生默契，給予適切的教學內容，以適合學生特質。三、專家教師在教學轉化歷程當中，教師自身學經歷背景、師生互動及體制的框架皆會影響著教學轉化。專家教師藉由專業進修增進自己能力，進而充實自己教學專業能力，以及透過後設認知省思自己的教學轉化，勇於面對教學挑戰。本研究冀能提供現場的國中英語科教師能同時檢視自己的教學，並從中幫助自己瞭解教學轉化的歷程圖象。

關鍵字

教學轉化；英語科；專家教師

並列摘要

This study aims to understand the process of teaching transformation of English teachers. And further explore the adaptation and response in the process of teaching transformation. Studying the purchasing quality research, in-depth interviews with individual cases, and then sketching the process image of the teaching transformation of English teachers. The teaching documents, classroom observations, classroom observations and interviews are used as a source of data collection. According to the research results, the following are found: First, the essence of core teaching thinking of expert teacher in teaching transformation. Expert teacher believes that English is communicative and professionally knowledgeable about the knowledge structure of English. Second, the teaching process of expert teacher is as follows: in the preparation of teaching, expert teacher starts from her feelings and then use the method of deconstruction and reform to reorganize the textbooks; on the characterization, expert teacher assists students to characterize the content and types of textbooks through clear methods and strategies. Expert teacher provides instruction in the choice of teaching methods and uses inquiry teaching to provide students with real-world English teaching; expert teacher gives students with different achievements different teaching methods in response to individual differences in students. Establish a good understanding of teachers and students with students, and give appropriate teaching content to suit the characteristics of students. Third, in the process of teaching transformation by expert teacher, the teacher’s own academic background, teacher-student interaction and the framework of the system will all affect the teaching transformation. Let's think about our own teaching transformation and be brave to face teaching challenges. This research can provide English language teachers to view their own teaching and help them understand the process of teaching transformation.