經由教學實務的反思探討科學實習教師教學觀點之轉變

An Exploration of the Changes in a Science Pre-service Teacher's View of Teaching Resulting from Practice and Reflection

黃琴扉(Chin-Fei Huang) ； 劉嘉茹(Chia-Ju Liu)

《臺中教育大學學報：數理科技類》 24卷2期 (2010/12) Pp. 27-47

https://doi.org/10.7037/JNTUMST.201012.0027

摘要

本研究目的，是藉由教學實務的反思來探討科學實習教師初始教學觀點與觀點之轉變。本研究採質性個案研究，研究夥伴爲新制實習教師，實習時間爲期一學期，經「教學資源－策略表」的蒐集與彙整、課室觀察、教師日誌及晤談等資料分析後，得到以下發現：(1)個案實習教師之初始教學觀點包含三項，其一是認爲教師的角色是知識分配者，其二則認爲考試引導教學，其三是以學生的成績來評鑑自己的教學效能；(2)當實務教學與實習教師初始觀點產生差異與衝擊時，可以促進實習教師反思並促進教學觀點的轉變。

關鍵字

反思 ； 教學實務 ； 教學觀點

並列摘要

The purpose of this study is to explore a science pre-service teacher's naive view of teaching and changes in this view resulting from the practice of teaching and reflection. This study is a case study. The participant is a pre-service teacher who was given practical training for half a year. Data is collected from resource folios, classroom observation and interviews. The results show: (1) the case pre-service teacher has three views of teaching. The first is identifying the role of teachers with a knowledge assigner, and the second is the use of an examination teaching guide, and the third is evaluating teaching using the test scores of students; (2) teaching practice can improve reflection, and reflection can improve professional development. Some suggestions for future research are also discussed in this study.

並列關鍵字

Reflection ； Teaching Practice ； View of Teaching