在國中理化課程中試行建構主義教學之個案研究

A Case Study on a Science Teacher Trying to Practice Constructivist Teaching

範毓娟(Yu-Chung Fan) ； 郭重吉(Chrong-Jee Guo)

《科學教育》 6期 (1995/02) Pp. 69-87

https://doi.org/10.6767/JSE.199502.0069

摘要

本研究旨在探討一位國中理化教師嘗試將建構主義理念融入教學中的實施情形。經由老師的想法、教室中理化教學的觀察、及學生學習等三方面所搜集的資料，描述此位教師對實施建構主義教學的想法及其教學中的特色，幷探討建構主義教學的影響因素。研究結果發現，永於此位教師對實施建構主義教學的體認，其教學的特色包括：提出問題後讓學生討論以促進學生彼此交換意見及思考的機會；讓學生舉例子的方式思考日常生活中相關的經驗，以及以開放性問題讓學生想像另外答案。至於影響建構主義教學的重要因素則有學生的主動性、考試壓力、教學時間、師生對教學的價值判斷、以及老師所需的支援等等。

並列摘要

The trial practice of constructivist teaching by a female science teacher at a junior high school was observed in this study. The main purposes were to describe her conceptions about constructivist teaching and the characteristics of her teaching in the classroom, and to explore the limiting factors in her attempt to carry out constructivist teaching. The data were collected with qualitative methods from sources including interview with the teacher, and observation of calssroom activities and students' learning. Results from this study indicated that the science teacher used questions to initiate students' discussions, asked students to make exemples by their own to connect subject matter content knowledge to living experiences, and used open questions inviting students to come up with other answers. However, there were limiting factors in her attempt to carry out constructivist teaching, including how active a role the student played in learning, examination procedures, the time allocated for instruction, teacher's and students' values about teaching and learning, and adequate support for the teacher.