本研究是針對以往在貫患教學知識、教學計畫、教學行動的跨時性研究非常少,使得知識、計畫、行動之間的孤立與分離,所造成「理論與實踐、知識與行動」無法緊密結合。本研究的目的旨在探討貫串教學知識的提取,以及知識交融和轉換為教學行動之脈絡、事實和示例。本研究首先透過文獻分析,探討貫串知識、計畫、行動的理論基礎,再用「個案實筆者任教的花蓮師範學院大學部三年級乙班雙號組「教育實習」課程之20位師資生中選取兩位樣本,一位為「全程驗組」(全實組),一位為「控.實組」,前三回合為控制階段,後三個回也給予相同的實驗處理。資料蒐集的方法有知識引出訪談、教學設計、放聲思考、試教錄影、省思錄影及研究者實地觀察記錄。資料分析的方法有資料的原案分析、持續比較、路徑發現分析、資料的次數分析、百分比分析等質的、量的分析。本研究之重要發現有: (一)在師院課程習得的「識字與寫字」教學相關知識、實驗處理的知識剛被提取和使用。在六回合的字形教學設計中兩組樣本共提取使用「筆畫命題」23種114次、「偏旁命題」19種55次、「結構概念或命題」24種143次。 (二)「識字與寫字」的教學設計需要提取領域間通用的知識、領域內通用的內容知識、教學法知識和單元專用的內容知識,交融這些知識生產教學行動表徵;而交融的情形可以利用生產法則將它的過程彰顯出來。 (三)在「貫串知識、設計與行動」方面,兩位樣本在「引起動機」的知識、設計和行動三者的一致性極高,也就是貫串三者。在「字形教學」貫串的「數量」方面,全實驗組在主畫、偏旁、結構三方面平均比控實組高出73%。在「貫串率」方面,全實驗組在主畫、偏旁、結構三方面平均比控實組高出20%。就主畫、偏旁、結構三方面來說,全實驗組平均貫串率高達93%,控實組也達73%,兩平均為84%。綜合上述證明了知識的輸入會影響知識的提取數量,也進而影響教學設計的數量,最後影響貫串知識、設計和行動的數量。
The purpose of this study was to investigate the tracked through knowledge retrieval, instructional design, and action in teaching practice. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyzed the rationale for the tracked through knowledge retrieval, instructional design, and action in teaching practice. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud video recoding were used for data collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The programmed knowledge learned from teacher education program and from experiment treatment was able to develop the representation of teaching action and teaching. The two kinds of knowledge were useable. 2.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra—domain general and the knowledge of domain-specific (The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process). The production rule analysis can express the process of knowledge blending. 3.The subjects had transferred 84% representation of teaching action into their teaching in the current study. The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. There is high rating in the tracked through knowledge retrieval, instructional design, and action in teaching practice.