資深理化教師建構式教學教學表徵之研究

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2015

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本研究以一位任教數理資優班之資深國中理化教師為對象,探討其教學表徵之來源,教學行為表現,及教學表徵之呈現。主要採質性研究法,資料來源包括:對個案教師的課室觀察、與教師的晤談、相關文件收集、錄影、錄音。資料均經過三角校正過程,以期真實呈現個案教師課室教學之原貌。 教師教學表徵之來源,主要探討教師教學表徵之成因,有求學過程的經驗、同儕觀摩的學習、教學研習的增廣見聞、自我反省成長、教學環境的應用等五點,另外也歸納出教師之教學特質包含利用多元解決問題的能力活化教學經驗、保有學習心與創造力、對所有事實與答案抱持疑問、不放棄任何可以探究的主題、常自我省思等,而個案教師由這些教學表徵來源呈現出獨特的教學行為表現。 探討教師教學行為表現屬於何種教學型態,主要依據個案教師上課內容,將目標課程分為四大主題,並運用課室教學表現分析表STAM-Sci進行分析。研究結果發現,隨者教學內容與學生學習成效的不同,教師之教學型態也會跟著改變,雖然課程主題一為較多概念式的教學型態,但課程主題二之後則逐漸轉變為較多建構式的教學型態。教學歷程中教師根據學生的學習成效,也不斷調整教學活動及表徵,整體而言,教師之教學仍較偏向建構式教學。 個案教師之建構式教學所呈現的教學表徵形式相當多樣,如定義說明、範例說明、科學史說明、比較說明、澄清說明、因果說明、類比、隱喻、問題引導、問題討論、學生實驗、學生撰寫報告、學生練習解題、學生觀看影片、學生討論等,研究者整理出個案教師在使用這些教學表徵之下的原則,包括:問題式的引導、重視實驗操作、強調科學研究的過程、讓學生表達出自己的想法。 本研究的結果可擴展科學師資培育機構及科學教師知識領域之研究者對於國中理化教學的全面了解,更希望能讓在教學現場努力的教育工作者,得以參考並精進教學。
This study attempts to explore an experienced junior high school science teacher’s instructional resource, performance and representation of instructional representation for Science and Mathematics Gifted and Talented Students. Classroom observation, videotape, instructional document, and interview were collected for data analysis by applying the STAM-Sci instrument in a qualitative approach. Data from multiple sources were used for generating triangulated findings. These findings show that teacher’s instructional performances are transformed from conceptual paradigm toward constructivist paradigm, and mostly keep in constructivist paradigm. Teacher’s resources of instructional representation were developed along with teachers’ learning experience, observation to other instructors, attending professional development activities, reflection, and implementing in science classes. Moreover, the teacher enriched instruction by many ways, such as problem-solving orientation, learning steadily and creatively, being critical, involving in inquiry. Teacher’s various instructional representations were selected depending on situations, including of explanation to definitions, examples and history of science, comparing and contrasting, identifying cause and effect, giving analogies and metaphors, questioning and discussion, experimenting, report writing, problem solving, multimedia etc. The principles of instructional representations emphasized by the teacher are question guiding, inquiry-based experiments, investigation process, and student’ expression and communication.

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建構式教學, 個案研究, 教學表現, 教學表徵, Constructivist instruction, Case-study, Instructional performance, Instructional representations

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