國民中學國文教師作文教學信念及其形成因素
No Thumbnail Available
Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究使用凱利庫存方格技術探討國民中學國文教師的作文教學信念，主要目的在於了解當前國文教師的作文教學信念及其形成因素，同時透過建構主義的觀點，綜合分析目前作文教學信念與建構主義教學觀的異同。
在著手探討六位國文教師的作文教學信念後，主要發現如下：
一、六位教師的作文教學信念內涵：一般作文教學信念可呈現五大面向，即（一）平時能力的儲備、（二）學生情感的激發、（三）教學活動的進行、（四）教師能力的提昇，及（五）教師內蘊的涵養等。其符合作文教學歷程所必須具備的三項基本要素：學生、教師與教學活動。
二、六位教師的作文教學信念形成因素：主要有六項，即：（一）教師個人的特質：包括教師的個人經歷和人格特質；（二）養成教育的薰陶：包括自我惕勵、文學涵養，以及專門與專業的教育；（三）在職進修的精進：包括進修學習與活動參與；（四）教學現場的回饋：包括教師與學生兩大面向的需求和特質表現；（五）社區家長的風氣：包括家長特質和學區特質的影響；（六）行政政策的規範：包括教育政策與學校行政各項制度的規範。
三、建構主義教學觀與六位教師作文教學信念：至於在建構主義的教學觀之中，教師的作文教學信念，呈現以下三項特色：（一）作文教學理論的應用、（二）轉換教師角色、（三）規劃寫作歷程。
基於上述發現，本研究針對師資培育、教師的作文教學、政策、行政與一般寫作觀念以及後續欲探討作文教學信念相關議題的研究者提出適當建議。
This study use Kelly Repertory Grid Technique to explore middle school Chinese teachers’ teaching beliefs in composition writing. The main purposes lie in understanding middle school Chinese teachers’ teaching beliefs in composition writing and the factors affecting them. Besides, this study also analysis middle school Chinese teachers’ teaching beliefs in composition writing along with their constructivist teaching beliefs based on social constructivism. Finally, according to research findings, the study gives proper suggestions for further studies. After exploring six Chinese teachers’ teaching beliefs in composition writing, the main discoveries are as follows: 1.The content of the six teachers' teaching beliefs in composition writing: The common teaching beliefs include five aspects, namely: (1) development of general ability; (2) inspirations of students’ emotion; (3) progress of the teaching activities; (4) enhancement of the teachers’ abilities; and (5) self-fulfillment of the teachers’ profession. The five aspects conform to three basic essential factors of the teaching activities of writing: student, teacher and teaching activities. 2.Factors affecting the six teachers' teaching beliefs: There are mainly six factors, namely: (1) teachers’ personal characteristic, including their personal experiences as well as personality; (2) the nurture of developed education, including self-cautious urges, the nurture of literature, as well as expert and specialized education; (3) the progress of refresher courses, including the further education and participations in activities; (4) the feedbacks from the real situation of teaching, including the teachers’ and students’ demands and personal characteristics; (5) the traits of the community and parents, including the influences of the characteristics of parents and school district; (6) the regulations of policy and administration, including the regulationa of educational policies and school administrations. 3.The constructivist teaching beliefs and the six teachers’ teaching beliefs in composition writing: From the viewpoint of constructivism, the teachers' teaching beliefs in composition writing take on the following three characteristics: (1) application of theories of teaching writing; (2) transformation of the teacher’s role; (3) plan of the writing process. Based on the above discoveries, this study would like to give some suggestions to the cultivation of teachers, the teaching of writing, the policy, administration, the general writing concepts, and the later researchers who study teaching beliefs in composition writing.
This study use Kelly Repertory Grid Technique to explore middle school Chinese teachers’ teaching beliefs in composition writing. The main purposes lie in understanding middle school Chinese teachers’ teaching beliefs in composition writing and the factors affecting them. Besides, this study also analysis middle school Chinese teachers’ teaching beliefs in composition writing along with their constructivist teaching beliefs based on social constructivism. Finally, according to research findings, the study gives proper suggestions for further studies. After exploring six Chinese teachers’ teaching beliefs in composition writing, the main discoveries are as follows: 1.The content of the six teachers' teaching beliefs in composition writing: The common teaching beliefs include five aspects, namely: (1) development of general ability; (2) inspirations of students’ emotion; (3) progress of the teaching activities; (4) enhancement of the teachers’ abilities; and (5) self-fulfillment of the teachers’ profession. The five aspects conform to three basic essential factors of the teaching activities of writing: student, teacher and teaching activities. 2.Factors affecting the six teachers' teaching beliefs: There are mainly six factors, namely: (1) teachers’ personal characteristic, including their personal experiences as well as personality; (2) the nurture of developed education, including self-cautious urges, the nurture of literature, as well as expert and specialized education; (3) the progress of refresher courses, including the further education and participations in activities; (4) the feedbacks from the real situation of teaching, including the teachers’ and students’ demands and personal characteristics; (5) the traits of the community and parents, including the influences of the characteristics of parents and school district; (6) the regulations of policy and administration, including the regulationa of educational policies and school administrations. 3.The constructivist teaching beliefs and the six teachers’ teaching beliefs in composition writing: From the viewpoint of constructivism, the teachers' teaching beliefs in composition writing take on the following three characteristics: (1) application of theories of teaching writing; (2) transformation of the teacher’s role; (3) plan of the writing process. Based on the above discoveries, this study would like to give some suggestions to the cultivation of teachers, the teaching of writing, the policy, administration, the general writing concepts, and the later researchers who study teaching beliefs in composition writing.
Description
Keywords
教學信念, 作文教學理論, 凱利庫存方格技術, teaching beliefs, composition teaching theory, Kelly Repertory Grid Technique