師院生集中實習的教學轉化歷程之研究

A Study of the Process of the Teaching Transformation by Student Teachers during Their Teaching Practice

周水珍(Shui-Jen Chou)

《花蓮師院學報（教育類）》 17期 (2003/12) Pp. 31-54

摘要

本研究探討師院生如何透過集中實習的過程進行教學轉化的歷程，本研究採質的研究法，以國立花蓮師院初等教育學系四年級甲班四十位學生為研究對象，根據研究發現（一）師院生集中實習的教學轉化歷程分為理解與詮釋教科書、編擬教學計畫、教學知識轉化為教學行動、教學反思四個階段。（二）影響師院生教學轉化的主要因素有個人的教學信念、教學知識、經驗知識、班級經營的成效、與課程進度的壓力。最後並提出對師資培育的課程規劃、「教育實習」課程教學的建議，以及師院生專業成長的參考。

關鍵字

師院生 ； 集中實習 ； 教學轉化

並列摘要

This study was intended to explore the process in which teachers college students transform their academic knowledge into teaching practice during concentrated student teaching period in their pre-service training program. Forty senior students majoring in elementary education in National Hualien Teachers College were invited to participate in this study, and qualitative research method was employed. Research findings reveal that(a)student teachers' teaching transformation process during concentrated student teaching process can be divided into four stages, including comprehending and interpreting the textbooks, designing teaching plan, transforming knowledge into teaching action, and reflecting on teaching action; and (b)the extent student teachers transform their academic knowledge into teaching practice depends largely on their instruction beliefs, teaching knowledge, personal experiential knowledge, classroom management effectiveness, and required teaching pace. Several suggestions are recommended for designing teachers college curriculum in general and students' practicum course in particular, aiming for promoting pre-service students' professional growth.

並列關鍵字

student teacher ； teaching practice ； teaching transformation

參考文獻

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