教學專變中的反省及行動：一位國中生物教師的個案研究

Reflections and Actions in Changing Teaching Practices: A Case Study on A Junior High School Biology Teacher

王心詠(Hsin-Yung Wang) ； 黃台珠(Iris T.C. Huang)

《科學與教育學報》 3期 (1999/05) Pp. 135-160

https://doi.org/10.6449/JSE.199905.0135

摘要

本研究旨在探討促使個案教師教學轉變的因素，以及教學轉變中評估及反省的歷程。本研究採詮釋研究法，在六個月的研究期間，除進行教室觀察外，並藉教師訪談、學生問卷等多方收集資料，再以持續比較法及三角校正法分析歸納資料。研究結果發現教師的教學信念、相關的教育資源和教師的個人背景特質是促進教師教學轉變的因素；而教學轉變是一個持續、動態的歷程，在這歷程中教師學知教學上待改善的問題，其內涵涉四方面的體認－教法、教材、學生以及老師自己；而教學轉變行動前常有相關新知或訊息的刺激；教學行動之後教師評估的依據是該教學轉變對學生學習的影響；在教師教學轉變的歷程中反省與行動促進教師教學知識的成長。

並列摘要

The purpose of this study was to investigate the reflections and actions of a junior high study was to investigate the reflections and actions of a junior high school biology teacher in changing her teaching practices and the factors which promoted it. With the interpretive research methodology, the data had been collected by classroom observation, interviews for teacher and student questionnaire. These were analyzed and confirmed with constant comparison and triangulation. The result of this study reveals the teacher’s belief, educational resources and the teacher’s personal disposition were the promoting factors of changing teaching practices. The beginning of these changing processes were some instructional problems related to teaching methods, teaching materials, students’ learning and the teacher to start the changing actions. After the teaching actions, the teacher’s evaluations were focused on the effects of students’ learning. The teacher’s reflections and actions in the changing processes promoted the growth of the teacher’s pedagogical knowledge.

並列關鍵字

scientific creativity ； scientific creativity teaching strategy