國小二年級資深與實習教師科普寓言教學之研究

An Investigation of Experienced and Student Teachers Teaching Science Fables in a Second-grade Classroom

黃孝宗(Hsiao-Tsung Huang) ； 蔡俊彥(Chun-Yen Tsai) ； 黃台珠(Tai-Chu Huang)

《教師專業研究期刊》 3期 (2012/06) Pp. 47-70

https://doi.org/10.7054/JPT.201206.0047

摘要

本研究旨在探討國小二年級資深與實習教師，以甘特寓言為教材，應用說故事教學取向，進行課室科普寓言教學。根據「科普寓言實務社群教學序列發展與理解模型」，採用質性個案研究法，在20週的研究期間，透過蒐集觀課札記、訪談、教學簡報內容、教學心得文件，獲得分析所需資料。研究結果發現：科普寓言科學內容以直觀判定為主；資深教師提問注重想像創造、實習教師重視評鑑批判，而提供學生思考方向是兩位教師提問的主要類型。資深教師受到社群影響的專業成長有利人利己的動機與主動求知的精神；實習教師則為多元創新的動機與虛心接受建議。社群成員推崇資深教師的無私分享與實習教師的戲劇創新，並認為他們對學校支持科學教學的正向文化有重大貢獻。

關鍵字

科普寓言 ； 實務社群

並列摘要

The purpose of this qualitative case study was to explore the use of Gunter's fables with storytelling teaching approach in a second-grade classroom. An experienced teacher and a student teacher taught collaboratively based on the ”science fables teaching-learning sequence model” for the purpose of professional development in their school. Classroom observations, interviews, lesson outlines and teaching reflections were collected over the course of 20 weeks. Results showed the scientific content of the science fables was selected based on the teachers' intuitive judgment. Although both of the teachers posed questions to direct student thinking, the questions posed by the experienced teacher prompted students' imaginative and creative thinking, whereas the questions posed by the student teacher were used to evaluate and critique student thinking. The members of professional development perceived the experienced teacher as motivated, helpful, and intellectually curious, and perceived the student teacher as innovative and modest. Additionally, they believed that the two teachers had significant and positive impact on cultivating a school culture that supports science teaching.

並列關鍵字

science fable ； community of practice