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  • 學位論文

教師表達能力對高中學生物理學習成就之影響

Impacts of Teacher's Expressing Manners toward Senior High Students' Accomplishments on Physics Learning

指導教授 : 李文忠

摘要


表達是一種觀念的傳遞,更是一種重要的溝通方式。在教學活動中教師的表達方式、能力等各項因素往往影響著學生對於所學內容的了解與能否精熟。而本研究主要在探討教師在物理教學過程中,表達的模式以及對於不同屬性的高中學生所造成的影響。並進一步探討教師與學生在現今教育環境下,在教與學之間的影響因素為何? 為能探討上述的影響因素,本研究利用問卷調查的方式,分別以學生的背景屬性、類組別、學習態度及對教師的教學評鑑等面向,探討學生在物理學習上的方式與困難,試圖找出影響學習的因素。而在教師部分,則除了以教師的本身學經歷等背景外,更分析在教學過程中等可能影響的因素(如教學環境、設備、兼職及再進修等),並討論教師對學習物理的想法上與學生的認知差異,試著以交叉比較的方式找出師生間在表達與接受的異同之處,以建立「典範教學」的模式。 而本研究的結論為:(一)教師在表達上以:1.教材為自編講義2.教法為口述法3.使用適切恰當的板書圖文4.授課語氣為不急不徐的節奏5.教師人格特質應為親切隨和的個性6.講述時以輕鬆隨性,不失幽默的語氣7.偶爾使用肢體語言,但使用時應動作誇張豐富…等方式為最佳。(二)學生在學習上則以聽得懂但不知如何運用觀念為最常見,但普遍的通病則是對問題並不會深入地去追根究底,且自主學習的比例偏低。(三)教師的教學困境則大多來自於學生學習成就的低落,認為學生「教不會」;而教學資源與設備不足的問題也是因素之一。(四)理想的教學策略,也就是「典範教學」的流程應是:「引發動機」、「講述概念(定性)」、「公式推演(定量)」、「例題解析」及「作業及評量」的次序。

並列摘要


Expressions are not only ways to convey ideas, but ways to communicate. In teaching activities, expressive manners and abilities of teachers are probably the key points which affect students’ comprehensions and proficiency toward learning contexts. Therefore, this paper was set to explore expressive models of senior high teachers in their Physics teaching process and how their students with different attributes were influenced. What’s more, this paper also probed into the effecting factors between teaching and learning in nowadays educational environment. For addressing these factors, questionnaires composed of facets of students’ backgrounds, categories, learning attitudes and their evaluations toward teachers’ teaching were utilized to explore students’ methods and difficulties of their Physics learning, trying to find out factors affect students’ learning. Moreover, except for teachers’ backgrounds, some possible effecting factors in teaching process such as teaching environment, equipments, sidelines, and further educations were analyzed in the research, discussing cognitive differences toward Physics learning between teachers and students. And also, the similarities and dissimilarities between teachers and students’ expressing and receiving were examined in cross-matching way, trying to establish the model of “characteristic teaching.” The results showed the following conclusions: Ⅰ.Teachers should express in ways that, (1) editing the materials him/herself, (2) teaching by oral presentation approach, (3) using appropriate words and illustrations, (4) speaking in appropriate tones, (5) spreading out his/her amiable and friendly personalities, (6) explaining with easy and humor manners, and (7) using exaggerative and plentiful body language at times. Ⅱ.Students commonly failed to apply their understanding of concepts to real situations, neglecting to get the bottom of questions with lower proportion of learning voluntarily. Ⅲ. Most of teaching predicaments came from the low learning accomplishments of students which were in the name of “failure teaching” to teachers. And the insufficient of teaching resources and equipments also caused the predicaments. Ⅳ. An ideal teaching strategy, that is the sequences of a characteristic teaching, should follow the orders of “warm-up”, “concepts presentation”, “formulas proposing”, “examples analysis” and “homework and evaluation.”

參考文獻


[13] 教育部:九年一貫課程與教學網。
[11] 張美玉、吳玉明(民88):不同學習型態學生學習表現的探討-解釋推理及問題解決能力。台北:科學教育學刊。
[9] 國立師範大學科學教育中心:中學自然學科學習成就評量資料。
[1] Anderson, H. H., "Domination and socially integrative behavior. In R. G. Barker, et al., (Eds.) Child Behavior and Development." N. Y. :MaGraw-Hill. (1943).
[4] Downs, V., Javidi, M., and Nussbaum, J. "An analysis of teachers’ verbal communication within the college classroom. Use of humor, self-disclosure, and narraatives." Communic- ation Education, 37, 127-141, (1988).

被引用紀錄


江佩娟(2011)。外在因素對自然科學習成就之影響—以桃園市桃園國中七年級學生為例〔碩士論文,大同大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0081-3001201315110915

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