科學教師營造的學習環境與學生認知的學習環境之關連

Abstract

教師的教學風格與教師在課堂上所欲營造的學習環境相關，也深深影響學生的學習感受和學習成效。因此創造師生雙方皆認同適合的學習環境是很重要的。即本研究旨在探討教師所營造的學習環境和學生認為的學習環境是否有差異性存在。 研究首先經由開放式教學風格問卷，以300位學生為對象，瞭解學生對於教師在課堂上所營造的教學內容與師生互動情況的類型與分布。再藉由回應學生的教學風格問卷，以29位科學教師為對象，從科學教師角度瞭解科學教師在授課時的教學內容類型和師生互動的情況。最後透過師生雙方所呈現出來的類型做分析與比較，探討彼此之間是否有差異性存在。 本研究結果顯示，學生所認為的學習環境，是以改編型的內容架構、使用多元教材並常動手做實驗、思考型的認知過程、有點壓力的教室氣氛及以教師發問為主，且師生互動熱烈的師生互動形式佔做多數。而教師認為自己所營造的學習環境，是以改編型的內容架構、使用多元教材並常動手做實驗、混合型且偏思考的認知過程、有點壓力的教室氣氛及以教師發問為主，且師生互動熱烈的師生互動形式佔做多數。另外，研究結果也呈現出在內容架構、教材使用、教室氣氛及師生互動型式的四個層面中，學生的認知和教師自我的認知達顯著相關。最後，本研究將研究結果加以討論並提出建議，以供相關研究之參考。A teacher’s teaching style is related to the learning environment he wants to create. The teaching style is also influenced by students’ reflections and effects on learning. Therefore, it is very important to create a learning environment which is appropriate for both the teacher and students. The purpose of this study is to explore whether there is any difference between the learning environment created by teachers and the learning environment in students’ cognition. The first instrument of the study is open-ended questionnaires of teaching style, which were issued to 300 students, aiming to understand the relation between the created learning environment and the student-teacher interaction. And then, another type of questionnaires were given to 29 science teachers, aiming to, from the teachers’ point of view, understand the type of teaching content and the teacher-student interaction in the classroom. Finally, the results of two types of questionnaires are compared and analyzed to see if any significance can be found. The results of the study indicate that the learning environments in students’ cognition include characters (1) modified content framework, (2) multiple teaching materials and experiments, (3) cognitive process of thinking type, (4) the classroom atmosphere with a little pressure and questions mainly asked by the teacher, (5) ardent teacher-student interaction. On the other hand, the teachers consider the learning environment that they create includes following features: (1) modified content framework, (2) multiple teaching materials and experiments, (3) cognitive process of mixed and thinking type, (4) the classroom atmosphere with a little pressure and questions mainly asked by the teacher, (5) ardent teacher-student interaction. Moreover, the result of the study also shows that there is a significant relation between the students’ cognition and the teacher’s cognition in the aspects of content framework, use of teaching materials, classroom atmosphere and teacher-student interaction. Finally, some suggestions are made by the researcher for the recommendations of future studies.