教學知識之研究：從研究典範的轉移到整合理解

The Knowledge of Teaching of Research Paradigms in the Study of Teaching

林佩璇(Pei-Hsauan Lin)

《課程與教學》 5卷3期 (2002/07) Pp. 17-33+126

https://doi.org/10.6384/CIQ.200207.0017

摘要

近年來在教育改革和教學創新的趨勢下，教師的專業表現日漸受到關注，而引導教師實踐的教學知識也引起普遍的重視。本文從「研究是產生知識的行動，教學是使用知識的行動」的假定中，認為要探討教學知識的特性和內涵，可以追溯至教學研究的中心觀點。教學研究發展至目前，可分為三個典範，一是強調教師效能的過程－結果典範；二是關心學生認知作用的認知中介典範；三是著眼於教室文化環境和人際互動的教室生態典範。本文首先說明各個典範在不同研究的假設和前題下對教學知識所持的基本觀點；接著，從實徵研究的分析中探討三個典範如何界定教學知識的內涵。第三部份說明因各典範的關注焦點不一，而形成分立的現象，對教學具有重要決策角色的教師本身反而忽略不談，又避免形成另一「遺失的典範」，教師思考過程和教師實踐知識的研究引領出一整合的空間，提供了一更整全的視野以精緻和再概念化教學知識的特性。

關鍵字

教學知識 ； 過程－結果典範 ； 認知中介典範 ； 教室生態典範 ； 教師實踐知識

並列摘要

The study in knowledge of teaching has been gain more attention based on the trend of educational reform and instructional innovation. This article asserts that research can be seen as an act of producing knowledge, and teaching as an act of using knowledge. To understand the nature and content of knowledge of teaching, one might capture the central concepts of research on teaching. Firstly, this article discusses basic ideas of teaching from the point of view of three research paradigms, process-product, cognitive mediation, and classroom ecology. Then, through the analysis of many empirical studies, this article proposes that the content of knowledge of teaching varies according to the different research paradigms. For example, the knowledge of teaching in process-product research focuses on teacher properties, teaching behaviors, and teaching method. The concerns of cognitive mediation are attention, motivation, learning and memory. The knowledge of teaching in classroom ecology research emphasizes the classroom discourse and interaction. Finally, this study proposes to find out an integrated approach in order to deliberate and reconceptualize the nature of knowledge of teaching.

並列關鍵字

knowledge of teaching ； process-product research ； cognitive mediation research ； classoom ecology research ； teachers' practical knowledge

參考文獻

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