國民中學社會學習領域教師教學專業知識之個案研究

Abstract

本研究旨在探討一位國中社會學習領域教師在從事合科教學時，其教學專業知識內涵與發展及教學推理行動過程，希望能將研究結果提供給教育主管機構及是從事社會學習合科教學的教師做為參考。 為了達到上述的研究目的，本研究採用個案研究法，但是參與的個案教師比較特殊，乃是研究者自己，因此在性質上，本研究係為「觀察者」即「參與者」之個案研究。為達成研究目的，研究者以一學期的時間，運用教室上課記錄、日常與學生、導師的隨機對話、半結構式訪談、省思日記與文件分析等方法蒐集研究所需之資料進行研究，希望能藉由詳細的資料呈現，了解個案教師教學專業知識的展現。 本研究共分為五章。第一章為緒論，第二章為文獻探討，第三章為研究方法與對象，第四章為研究發現與討論，第五章為研究結論與建議。本研究有下列三項主要發現： 一、個案教師的教師專業知識主要包括學科知識、學科教學知識、一般教學知識、對學習者相關之知識、課程架構的知識，各項知識之間彼此互動，互相影響，有相互重疊或整合之現象。 二、個案教師學科知識的來源主要有六種，包括：過去「當學生」的經驗；大學時期的學習；台灣師大地理學系第二專長班的研修；國小到高中對歷史的興趣和歷史知識學習；畢業後童軍和公民等科教學實務經驗的累積；社會領域教師彼此之間的合作學習及經驗交流及網際網路資源的運用等。其中以同事的協助以及網際網路的使用為個案教師教學知識最主要的來源。 三、個案教師教學推理與行動之過程大致可分成教學前深入理解教材內容、教學中多元呈現教學表徵以及教學後著重評量與省思，並發展出新的理解等三個部分。個案教師同時也在理解、教學、省思及新的理解中獲得教學專業上的成長。 最後根據研究結果，本研究對學校行政單位、教育主管機構、師資培育單位、將來從事社會學習合科教學之教師以及後續相關研究提出具體的參考建議。The purpose of this research was to study the processes of how a social studies teacher formulated the integrated curriculum with his pedagogical professional knowledge development and how the social studies teacher practiced the integrated curriculum in his classroom with his pedagogical reasoning. Hopefully, the results of this research will give suggestions to the Taiwanese educational Bureaus and social studies teachers who are working on the integrated curriculum in social studies integrated curriculum and instruction. In order to tackle the above purposes of this study, I conducted case study research method. The approach of sampling was different from other case study sampling approaches because the sample was the researcher herself which is that researcher is the observationor as well as the participant. For accomplishing the research purpose, the research spent on semester to gather data which are from class recorders, informal conversations between students and teachers, in-depth interviews, reflection journals, and document analyses. The researcher hopes to understand the participant’s pedagogical professional knowledge performance based on sufficient data collection and analysis. There are five chapters in this research report. The first chapter is the introduction. The second chapter is the literature review. The third chapter is the research methods and participants. The fourth chapter is the research findings. The fifth chapter is the research conclusions and implications. The following are the major findings. First, the participant’s pedagogical professional knowledge includes content knowledge, pedagogical content knowledge, general pedagogical knowledge, the knowledge related to learners, formulating curriculum knowledge, and the understanding of the interweaving phenomena between these various pedagogical professional knowledge professions. Second, there are six resources that the participant’s content profession knowledge is from which includes the previous experiences of being a student, the learning experiences of being a college student, the studying experiences in the second teaching expertise at the National Taiwan Normal University’s Geography Department, personal interest and learning in History at the elementary school, the middle school and high school . Third, the process of the participant’s pedagogical reasoning and action involves preparation, interactive teaching, and postactive reflection. In preactive preparation stage, the teacher tries to comprehend content and materials and transforms this comprehension to lesson planning. In interactive teaching stage, the teacher is engaged in such instructional representation. The content of postactive reflection of this teacher includes evaluation, transformation, and modification. Finally, the researcher offered suggestions for junior high school Social Studies teachers, teacher educators, and investigators interested in teacher knowledge. It is hoped that the findings of the research present valuable information for these people to reflect on Social Studies teaching, teacher education, and future studies.