甄曉蘭蔡濱如Pin-Ju Tsai2019-08-282006-6-302019-08-282005http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069100037%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/89454本研究旨在探究課程的教學轉化策略。透過文獻探討，分析出課程的教學轉化為正式課程、教師知覺課程與教師運作課程間的層層轉化；反思實踐者的理念為課程的教學轉化核心精神；而教學推理則為課程的教學轉化行動途徑。本研究採取質性個案研究的方式，運用教室觀察、深度訪談與教師自述等方法，從教師對課程的理解與詮釋、教學準備、教學實踐與教學反思，探究一位國中英語科個案教師的課程的教學轉化。綜合研究結果與討論，獲得以下結論： 1. 課程的教學轉化為理解、詮釋、思考與行動的交互辨證循環。 2. 教科書、教師、學生及週遭環境皆可成為課程的教學轉化素材。 3. 教師、學生、教材與環境等面向皆會影響課程的教學轉化。 4. 靈活運用課程的教學轉化策略有助於提升教學成效。 5. 掌握課程的教學轉化實踐要領可提升自身的轉化行動。 最後，本研究根據研究結果與討論，並結合相關文獻，提出建議： 1. 對英語教學的建議 （1） 從英語學習熱情的角度激發教師提升課程教學轉化能力的意願。 （2） 以實際情境帶動學生習得生活英語，達成轉化目的。 （3） 藉由敏銳的觀察能力營造轉化契機。 （4） 養成反思習慣達到持續的課程教學轉化行動。 （5） 依個人風格進行轉化，並積極看待勇於突破自身侷限的轉化能量。 2. 對後續研究的建議 （1） 從英語教學議題、學生經驗課程或教師更新的角度，聚焦主題。 （2） 加強放聲思考或以行動研究進行課程的教學轉化探究。The purpose of this study was to explore the strategies for the pedagogical transformation of curriculum. Based on the review of literature, it reveals that the pedagogical transformation of curriculum includes the transformation from the formal curriculum to the teacher perceived curriculum, then to the teacher operational curriculum, and the thought of the reflective practitioner is the core spirit of the pedagogical transformation of curriculum. In addition, the pedagogical reasoning is the fundamental approach to the pedagogical transformation of curriculum. This case study tried to explore a junior high school English teacher’s pedagogical transformation of curriculum from the teacher’s understanding and interpretation of the curriculum, teaching preparation, actual pedagogical practice, and teaching reflection. The methods applied for data collection includes classroom observation, in-depth interview and teacher’s own narration of teaching preparation. Based on the study, research findings are as follows: 1. The pedagogical transformation of curriculum is an on-going reciprocal dialectic cycle among teacher’s understanding, interpretation, thinking and action. 2. Textbooks, teachers, students and surroundings could be the sources for the pedagogical transformation of curriculum. 3. Teachers, students, teaching materials and surroundings had great influences on the pedagogical transformation of curriculum. 4. Making good and flexible use of the strategies for the pedagogical transformation of curriculum would improve teaching effectiveness. 5. The key to the successful pedagogical transformation of curriculum would help teachers practice their own pedagogical action plans. Finally, based on the above findings, pedagogical implications and directions for further research are suggested as follows: 1. For English teaching: (1) Teachers’ willingness of practicing the pedagogical transformation of curriculum can be raised by arousing their passions for English learning. (2) The goal of the pedagogical transformation of English curriculum can be reached by teaching students real-life English in a real-world context. (3) Opportunities for pedagogical transformation of curriculum are based on teachers’ own sensitive observation. (4) Making a habit of teaching reflection is the key for continuous practice of the pedagogical transformation of curriculum. (5) The pedagogical transformation of curriculum should be based on teachers’ own teaching styles; moreover, the courage for breaking through teachers’ barriers for the pedagogical transformation should be treated positively. 2. For further research: (1) The focus of the theme for further research can be approached from the aspects of the current issues of English teaching, the student experienced curriculum, or teacher renewal. (2) The pedagogical transformation of curriculum can be further explored by applying the method of think-aloud or adopting action research approach.課程的教學轉化英語教學課程實施教學反思教學推理the pedagogical transformation of curriculumEnglish teachingcurriculum implementationteaching reflectionpedagogical reasoning