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構繪一位歷史教師的教學轉化

Portraying and Constructing a History Teacher's Pedagogical Transformation

Abstracts


本文藉由一位高中歷史教師的教學觀察與師生訪談,從轉化概念構繪教師的教學。研究發現所構繪的楊老師教學涉及有關教學目的與目標、學科知識與精神、教科書文本與教材、教學方式與策略的等四個層面的轉化。也發現個案教師的教學轉化,有理性教學推理歷程所忽略的「教學直覺」。這種直覺可能是楊老師過去數十年實際教學經驗所領悟的一種綜合判斷力。研究建議教學直覺的議題值得進一步研究,以成為未來建制教師專業發展培訓課程的知識基礎。

Parallel abstracts


This study dealt with major curricular and pedagogical theories relating to concepts of transformation. It portrayed a history teacher's teaching in a high school with observation and later interviews with the teacher and students. Through the results analyzed, it showed that the teacher covered four dimensions of transformation in her teaching: aims of teaching, knowledge of the discipline of history, textbooks and teaching materials, and teaching methods and strategies. It also found that her pedagogical approach was mainly built up from her own professional expertise together with her experience of long years teaching, largely from humanity and literature approach. This brought up an issue as whether the pedagogical freedom and intuition should be further discussed, with an aim to limit them within the border of the course which has been originally based upon.

References


王儷靜、陳慧琳()。
林進材(1997)。教師教學思考─理論、研究與應用。高雄:復文。
邱鴻燕(2000)。國中英語革新課程實施之個案研究(碩士論文)。國立臺灣師範大學教育學系。
唐淑華(2011)。眾聲喧嘩?跨界思維?─論「教學轉化」的意涵及其在文史科目教學上的應用。教科書研究。4(2),87-120。
徐慶宏(2006)。國小社會學習領域教師課程轉化之研究─以苗栗縣五年級教師為例(碩士論文)。國立新竹教育大學區域人文社會學系。

Cited by


蔡玲婉(2021)。國語科改編課文的使用與理解-以〈憨孫耶,好去睏啊!〉的教學為例教科書研究14(3),1-42。https://doi.org/10.6481/JTR.202112_14(3).01

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