職前教師駐校教學實習指導模式之研究

莊佳燕

指導教授 ： 張永達

國立臺灣師範大學/理學院/生物學系在職進修碩士班/碩士(2002年)

摘要

摘要
在新制的「教學實習」中，為了避免實習教師定位之困擾及落實使用者付費之原則，教育部擬將目前畢業後一年之教育實習改為學生畢業前實施。其影響層面廣泛，在師資培育機構、教師教學與學生學習均將造成相當大的改變。因此，為因應此種改變，本研究發展出適當的職前「教學實習」課程的指導模式。
本模式結合台師大生物系教學實習教授及八位資深的高、國中生物科教師組成研究群，規劃出學生駐校實習指導模式。依此模式指導之需要編製指導手冊-「生物系實習學生教學實習手冊」來指導實驗組進行駐校實習。此手冊的內容計有認識環境、教學觀摩、同儕試教、駐校試教及密集試教等實習單元。研究樣本的實驗組為台師大生物系大四乙班（共37人）修習「教學實習」的學生，實驗組依本研究所編製的教學實習指導手冊的流程進行，而另一班，即生物系大四甲班（共43人）當作對照組，該班修習「教學實習」的學生是採用以往舊有的模式進行指導。舊有的「教學實習」課程中規劃修課學生於大四上學期時，採大班式的教學參觀及下學期密集試教方式，而本研究的駐校實習的方式為以2人為一小組的形式，修課學生於大四上學期開始，利用「教學實習」課程的時間，在合作學校中，由一位指導教師指導進行「駐校實習」。
以問卷及教學錄影帶分析比較兩種指導模式的成效，結果顯示，在提昇職前生物教師專業知能的效果方面，駐校實習組的學生在正課教學時的類比/隱喻/符號應用、活動課的整體表現等均較對照組的學生優異；另外，學生在駐校實習期間，也能與課程之指導教授與指導教師保持密切連繫，對學生教學能力的增進有很大的幫助。綜言之，本教學指導模式有利於職前教師的專業成長，不僅能做為台師大生物系在往後實施師資教育學程培養優秀教師的參考外，同時也能在此師資培育多元化的現在，提供給開設師資培育課程的大專院校規劃課程的參考。

關鍵字

職前教師 ； 教學實習

並列摘要

ABSTRACT
To avoid the confusion about the practicing teacher’s role and to make the principle “ The consumer, the payer” workable, the Ministry of Education plans to change the teaching practice one year after graduation presently into being the intern before graduation in the new system of “Teaching Practice”. The influences on the teacher-breeding organizations, teacher’s instruction, and the interns’ studying are wide-ranged, profound, and greatly transformed. Therefore, to deal with such variety, my research offers a suitably instructional mode for the course of initial teaching practice.
Combined with the teaching instructors of the Biology Department from National Taiwan Normal University (NTNU) and eight senior biology teachers in the secondary schools, the group has drawn up the mode for “on-site teaching practice.” To match with the mode, an instructional handbook for the experimental group was designed to instruct them to head for the program of on-site practice. The contents of the handbook include such units as the environmental familiarity, teaching demonstration, peer teaching evaluation, on-site teaching, and condensed teaching. The experimental group,thirty-seven in total, are the senior interns of Biology Department, Class B, NTNU.The procedure they will follow is according to what is designed in the handbook. The other one, Class A, forty-three in total, is the control group. They are instructed with the originally previous mode. That is, based on the previous teaching practice, the majors in the “teaching practice” during the first semester of the senior year all have the teaching evaluation on the large-scale class, and they also have the condensed teaching practice, too. The on-site practice is on the way, with two-in-one as a team inspected by a teaching instructor, in the cooperative school, they practice while they are practicing teaching.
After the analysis and comparison from the questionnaires and teaching videotapes, the result is just as follows. The total practicing performance of Class B is superior to that of Class A, no matter whether they are on promoting the effectiveness of their teaching expertise, the application to analogy/metaphor/ notation, or the display of activities. Besides, it will help with their teaching ability if the interns always keep close contact with their instructors during the time of teaching practice. To sum up, the teaching mode will be helpful and developmental to the early teacher’s expertise.
It is not only as the reference materials for the interns to be more professional, but also for the colleges destined for the diversification of teachers’ cultivation when they draw up the relative courses in the modern times.

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