教師表達能力對高中學生物理學習成就之影響

陳俊州

doi:10.6342/NTU.2008.01569

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教師表達能力對高中學生物理學習成就之影響

Impacts of Teacher's Expressing Manners toward Senior High Students' Accomplishments on Physics Learning

陳俊州 , Masters　　Advisor：李文忠　　

繁體中文 DOI： 10.6342/NTU.2008.01569

表達；表達方式；高中物理教學；高中物理學習；典範教學；物理教學策略； expression ； expressing manners ； senior high Physics instruction ； senior high Physics learning ； characteristic teaching ； Physics teaching strategy

Abstract │ Reference (35) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Expressions are not only ways to convey ideas, but ways to communicate. In teaching activities, expressive manners and abilities of teachers are probably the key points which affect students’ comprehensions and proficiency toward learning contexts. Therefore, this paper was set to explore expressive models of senior high teachers in their Physics teaching process and how their students with different attributes were influenced. What’s more, this paper also probed into the effecting factors between teaching and learning in nowadays educational environment. 
	For addressing these factors, questionnaires composed of facets of students’ backgrounds,
categories, learning attitudes and their evaluations toward teachers’ teaching were utilized to explore students’ methods and difficulties of their Physics learning, trying to find out factors affect students’ learning. Moreover, except for teachers’ backgrounds, some possible effecting factors in teaching process such as teaching environment, equipments, sidelines, and further educations were analyzed in the research, discussing cognitive differences toward Physics learning between teachers and students. And also, the similarities and dissimilarities between teachers and students’ expressing and receiving were examined in cross-matching way, trying to establish the model of “characteristic teaching.”
The results showed the following conclusions: 
Ⅰ.Teachers should express in ways that, (1) editing the materials him/herself, (2) teaching by oral presentation approach, (3) using appropriate words and illustrations, (4) speaking in appropriate tones, (5) spreading out his/her amiable and friendly personalities, (6) explaining with easy and humor manners, and (7) using exaggerative and plentiful body language at times.
Ⅱ.Students commonly failed to apply their understanding of concepts to real situations, neglecting to get the bottom of questions with lower proportion of learning voluntarily.
Ⅲ. Most of teaching predicaments came from the low learning accomplishments of students which were in the name of “failure teaching” to teachers. And the insufficient of teaching resources and equipments also caused the predicaments.
Ⅳ. An ideal teaching strategy, that is the sequences of a characteristic teaching, should follow the orders of “warm-up”, “concepts presentation”, “formulas proposing”, “examples analysis” and “homework and evaluation.”

Reference ( 35 ) 〈TOP〉

[9] 國立師範大學科學教育中心：中學自然學科學習成就評量資料。
連結：
[11] 張美玉、吳玉明（民88）：不同學習型態學生學習表現的探討－解釋推理及問題解決能力。台北:科學教育學刊。
連結：
[13] 教育部：九年一貫課程與教學網。
連結：
[1] Anderson, H. H., "Domination and socially integrative behavior. In R. G. Barker, et al., (Eds.) Child Behavior and Development." N. Y. :MaGraw-Hill. (1943).
連結：
[4] Downs, V., Javidi, M., and Nussbaum, J. "An analysis of teachers’ verbal communication within the college classroom. Use of humor, self-disclosure, and narraatives." Communic- ation Education, 37, 127-141, (1988).
連結：

Times Cited (1) 〈TOP〉

江佩娟(2011)。外在因素對自然科學習成就之影響—以桃園市桃園國中七年級學生為例。大同大學生物工程學系所學位論文。2011。1-50。

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