創意教師的教學信念之個案研究－以國小教師為例

A Case Study of Creative Teacher's Teaching Beliefs: Take Elementary School Teacher's Instance

張如莉(Ju-Li Chang) ； 陳淑美(Shu-Mei Chen)

《學校行政》 75期 (2011/09) Pp. 83-103

https://doi.org/10.6423/HHHC.201109.0083

摘要

本文旨在探討創意教師教學信念，透過曾榮獲「教育部教學卓越銀質獎」、「教育部閱讀磐石獎」的二位台中市國小教師的訪談。發現創意教師的教學信念以引導學生學習，培養具有生活的智慧；肯定學生亦師亦友，鼓勵學生增強學習信心；營造溫馨、尊重，多樣化的學習環境；在教學歷程中教師教學、學生學習是一種交互影響的歷程。創意教師力求自我實現信念，主動學習獲取新知，是為了提高教學效能。因此，教師在課程進行前，應當了解自己的教學信念與教學，將有助於教師做好有效的教學，提升學生的學習效果。

關鍵字

創意教師 ； 創意教學 ； 教學信念

並列摘要

This article aims at exploring how ”creative Teaching Beliefs” influence teaching practices. Through interviewing two Taichung elementary school teachers who had won the prizes-”Excellent Teaching Silver Medal” and ”Reading Award” from the Ministry of Education, we find out that teaching faith of the creative teachers is as follows: first, to guide students to learn and cultivate their wisdom from life; second, to become students' mentors and encourage students to enhance confidence in learning; third, to create a warm, respectful and diverse learning surroundings. Druing teachers' teaching, teachers should put emphasis on interaction with students' learning. Besides, creative teachers should also strengthen their own teaching beliefs and learn new information constantly in order to teach effectively and well. Therefore, being aware of teaching faith and goals prior to the courses, teachers will be able to do effective teaching and help students enhance learning.

並列關鍵字

creative teacher ； creative teaching ； teaching beliefs

參考文獻

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