本研究是在探討國中美術教師的教學專業知識內涵。教師教學專業知識的內涵,相當複雜,為了研究分析方便,本研究將焦點至於教師自身的知識、學科教學知識、以及一般教學知識上。而本研究所採行的研究方法,是質性的個案研究,針對個案教師,利用觀察與訪談的方式,來分析個案教師的教學專業知識內涵。本文的研究目的有三,其一,是藉由文獻閱讀,來探討國中美術教師教學專知識的內涵;其二,乃在探討個案教師自身的知識、學科教學知識、以及一般教學知識的內涵;其三,希望本研究能對未來欲進行美術教師教學專業知識之相關研究研究,提供助益。最後,根據研究發現,提出相關建議。本研究的發現如下: 一、就個案教師的教師自身的知識而言:個案教師所擁有的基本信念,受到他個人的價值觀所影響;在教學上,個案教師會利用各種不同的管道,例如進修,來促進自己的教學,改善教學上的弱處。 二、就個案教師的學科教學知識而言:個案教師會使用各種不同的教學方法,進行教學,以達到教學目標;在教學歷程上,可以分為課程說明、欣賞作品、學生創作,適時提出說明、展示全班的成果四個階段;在教學評量上,個案教師也會使用多元的評量方式,來評鑑學生的學習成果。 三、就個案教師的一般教學知識而言:個案教師會使用不同的工具,來提升學生的學習動機,同時,也堅持要讓每一位學生,都能獲得成功的學習經驗,讓學生可以達到實現自我的目標
The main purpose of this study is to analyze the professional knowledge of an art teacher, Ping, who teaches art in a junior high school in Taipei City. This study will be focused on three topics including knowledge of self, pedagogical content knowledge and general pedagogical knowledge. Qualitative data were collected by employing observations, interviews, and document analysis. According to the results of data analysis and discussion, the major conclusions are as follows: 1. Knowledge of self: Ping’s point of view for teaching art will be affected by Ping’s value. In order to improve teaching, she tries hard to study and to receive training. She always seeks for professional growing. 2. Pedagogical content knowledge: Ping will employ many instruction methods to reach her instructional goal. When she starts to teach a new unit, she follows four processes including explanation, appreciation, practice, and display. And she uses varied ways to evaluate students’ achievement. 3. General pedagogical knowledge: Ping employs reinforcements to promote students’motivation. And she insists that every student should have successful experience. When students obtain successful experience, they will be confident, and Ping’s educational goal will be achieve