一位國小自然科教師的教學改變

A Study of the Changes of An Elementary School Teacher in Her Science Classes

劉銘恩(Ming-En Liu)

指導教授 ： 李田英

國立臺灣師範大學/理學院/科學教育研究所/碩士(2001年)

摘要

本研究探討一位國小自然科教師1992年與2001年間於教師信念與教師教學行為的改變。1992年由李田英教授，2001年由研究者透過教室觀察、晤談與文件蒐集等方法收集個案教師在教學行為，分析信念、發問技巧、師生互動、班級經營、評量及教學法等資料。以Blosser自然科學問題分類法分析教師發問問題類型、採Flanders師生互動分析課堂師生互動，經三角校正、歸納分析研究發現如下：（1）教師信念無明顯改變；（2）發問問題數量增加、偏向記憶與收斂思考性問題與教室管理性問題增加；（3）教師談話比例增加，教師直接影響比例偏高且未有明顯改變；（4）班級經營更多元化與活潑化；（5）教學法更多元化與活潑化；（6）評量多元化。影響教學行為改變的主要因素有學生年級、教學經驗、城鄉差異、擔任科任與級任教師及學校大環境。研究建議如下：（1）教師要能常自省以調適自我的教學；（2）教師要能隨時多方面學習；（3）對初任教師宜有制度的輔導；（4）學校充實硬體設施、實驗教具與完善管理以協助教師教學；（5）未來可持續性長期追蹤一位教師的改變

關鍵字

教師信念 ； 師生互動 ； 發問技巧 ； 班級經營 ； 詮釋性研究

並列摘要

Explored were the changes of an elementary school teacher’s belief and teaching performance in her science classes in the duration of 1992 to 2001. Teacher Wong was the case for study. Data of 1992 were provided by Dr. Tien-Ying Lee. The author observed the case in 2002. The classroom observation, interview of teacher and students and document collection were employed to analyze the teacher belief, questioning technique, teacher-student interaction, classroom management, assessment of students’ performance and teaching strategies. The Blosser Question Category System for Science was applied to characterize the question types of the case teacher. Flander’s category was adopted to analyzed the student-teacher interaction in her science classroom. Assertions were inducted from data analysis and triangulation. The results were as the followings: 1) no explicit change was found in the teacher’s belief in the nature of science and science teaching; 2) the amount of questions increased but most were focusing on recall, convergent thinking, and classroom management; 3) the frequency of teacher talking increased and the ratio of teacher direct influence was high as before; 4) classroom management was more diversified and vivid than before; 5) teaching strategies were more diversified and vivid than before; 6) more alternative assessments were employed. The factors that influenced the teacher’s performance are the grade to teach, teaching experience and variance of school between urban and suburban area, being a master teacher or a special content teacher, and the environment of the schools. Suggestions are recommended as follows: 1) the growth of a teacher comes from self-reflection, it is expected teachers do self-reflection always; 2) teacher can received advanced multidisciplinary learning to promote their teaching performance; 3) to facilitate a supporting system for beginning teacher is urgent need; 4) school should maintain well and provide enough equipments in laboratory to help teachers in science teaching; 5) a longitudinal observation of a teacher’s change is recommended.

並列關鍵字

teacher's belief ； teacher-student interaction ； questioning technique ； classroom management ； interpretative research

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