本研究旨在探究教科書在國中理化教學中的應用情形,籍由對於兩位個案教師與其任教班級的教室觀察、訪談、問卷施測等資料蒐集方式,深入探究個案教師在實際教學上應用教科書的情形,與使用教科書之信念、看法與期望,並找出影響教科書使用的因素。此外,並藉由兩位個案教師的教材分析,瞭解他們對於目前的教材編寫有何建議、與他們分析教材的結果與感想。 本研究採用詮釋性研究的個案研究法,在研究期間除了進行二個月餘的教室觀察之外,尚有四次訪談、問卷施測、分析教材與檔資料蒐集等研究步驟。而研究資料先經由初步分析,建立編碼類別,再以三角交叉法與持續比較法,由初步資料中歸納類別並建構出研究結果。 研究結果發現在升學制度之下,教科書對於理化教學有很大的影響力、與約束力。雖然如此,老師和學生多半仍對現行理化教科書的編寫有許多意見;教科書中的圖片,習題、與實驗部份,是目前最被認同、也是使用率最高的部份;此外,理化教學時應用教科書的情形,受到教學時間,聯考月考、學生程度、法令規定、教學信念、家長或社會壓力、學生成績表現、學校設備、相信專家、物理化學不同學科內容、教師同儕次級文化、男女性別與學生年級的影響;而學生應用教科書的情形與對教科書的看法,會深受任課老師的影響;學生認為老師是他們學習理化最主要的資訊來源,而非教科書;教師應用教材的方式隨其任教的時間而有所成長,也有所堅持,並形成個自的特色。
The main purpose of this study was to explore the ways as to how science textbooks are used in science teaching at secondary schools. This study aimed at exploring how two science teachers use science textbooks in their practical science teaching, together with their beliefs, viewpoints, and expectations about teaching. Limiting factors which affected their use of textbooks wewe also investigated. In addition, the results of analyses of teaching materials by the two case science teachers were reported, with their suggestion and impression about current science textbooks. Case study with interpretive research methods was adopted in this study. Data were collected from sources such as classroom observations, interviews, questionnaire, relevant documents, fieldnotes, textbook analysis and so on. The data obtained were analyzed through preliminary analysis which resulted in the coding categories. Triangulation and constant comparative method were utilized in order to reduce the data into categorization items, and finally, the results of this study were constructed. There were many findings from this study, for example, although textbooks had tremendous influence on teaching science with the existing system of the extrance examinations, most of the teachers and students still had a lot of opinions and objections to existing secondary-school science textbooks. Pictures, exercises, experiments which appeared in the textbooks were the parts which received most approval and were used most frequently. In addition, there were many factors which affected the utilization of textbooks in science teaching, such as the limitation of time, the extrance and the mid-term examinations, students' proficiency levels, educational laws and regulations, beliefs dominating teaching, pressure from students' parents or society, students' achievement, equipments and facilities, believing expert, different course contents between physics and chemistry, the peer sub-cultures among teachers, and the effects of gender and grades. Students' attitudes toward and applications of textbooks were deeply influenced by the teacher's beliefs and teaching methods. Furthermore, most students thought their teachers, instead of textbooks, were their major sources of information. Finally, in making use of teaching materials, science teachers revealed personal development and insistence, and they formed their individual characteristics.
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