國中生物教師資訊行為之研究

The Study on Information Behavior of Biology Teachers in Junior High School

藍治平(Chih-Ping Lan)

指導教授 ： 張永達

國立臺灣師範大學/理學院/生物學系/碩士(2001年)

摘要

本研究以七位國中生物教師為研究對象，採用半結構式訪談法及課室觀察來蒐集資料，並以紮根理論來進行資料分析，以探討國中生物教師在教學上所表現的資訊行為。結果發現國中生物教師的資訊來源管道主要分成兩大類，分別是外在資訊來源及內在經驗來源。經由資訊來源管道所取得的資訊，大致上可以分成七大類，包括概念表徵資訊、學生資訊、學科教學資訊、學科內容資訊、一般教育學資訊、一般教學情境資訊、特殊經驗資訊等。至於生物教師資訊行為的促發因素與影響因素均可分為教師本身、學生、教學情境等三方面因素。此外，從生物教師的教學歷程可歸納出國中生物教師有以下十項資訊行為特徵：定義、理解、蒐集、選擇、組織、轉形、實際教學、評鑑、反省、修正等。研究結果顯示國中生物教師以教學的觀點去處理資訊時，其資訊行為的表現即在處理教學表徵的過程，也就是說教師會組織及轉形學科內容知識來形成教學表徵，並使用在實際教學當中，教學評鑑與反省則提供教師未來教學修正的基礎。本研究針對資訊服務系統的建置提供建議，希望作為改進之參考，使其符合教師需求與使用方式。

關鍵字

資訊行為 ； 生物教師 ； 資訊來源管道 ； 資訊需求 ； 資訊服務系統 ； 教學歷程 ； 教學表徵 ； 教師知識

並列摘要

This study aims to explore the information behavior of biology teachers in junior high school. Semi-structured interview and classroom observation data of seven biology teachers in junior high school were collected and analyzed by using the grounded theory. Research results show that biology teachers would access information from outside information sources and inside experience sources. Their information need includes information of conceptual representation, student, subject matter, pedagogical content, general pedagogy, general instructional context, and special experience.
The instructional process of biology teachers exhibits the following ten behavioral characteristics, namely, definition, comprehension, collection, selection, organization, transformation, instruction, evaluation, reflection and modification. It was also found that teacher himslef, students, and instructional context would be the activating and intervening factors of information behavior.
Achieving the teaching goals, biology teachers would exhibits their information behavior to deal with instructional representation. That is, they would organize and transform their subject matter knowledge into the instructional representation. Teaching evaluation and reflection would also be the basis of further instructional modification. Finally, study makes some suggestions for the design of information service systems.

並列關鍵字

information behavior ； biology teachers ； information sources ； information need ； information service system ； instructional process ； instructional representation ； teachers’ knowledge