單文經余學敏2019-08-282003-8-282019-08-282003http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2003000229%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90338本研究定名為：「國民中學國文科專家教師語體文教學專業知識內涵之研究」，試圖採取詮釋性研究之精神及原則，以個案教師為對象，經由教室觀察，訪談、文件分析等方式，長期進入教學實境中，以了解國中國文科專家教師語體文教學專業知識之內涵，以及如何將此專業知識，經由「教學推理及行動之過程」，轉化為「可教性」的知識，以利學生學習。本研究同時也探究影響教師教學專業知識之來源，說明了專家教師主動積極追求進修機會及吸納各個不同領域知識及概念，使個人時時持有專業、創新的活力。 本論文之撰述，總計為五章，第一章緒論，說明本研究之動機和目的。第二章為研究方法，陳述本研究之研究方法和實施程序。第三章為文獻探討，主要是希望結合教育理論及國文科教師應有之教學相關知識，為本研究架構出理論之鷹架。 第四章結果分析與討論，內容乃是以文獻探討後所形成專家教師定義，分別以教學信念、教學知識、學習者知識、課程知識，情境知識、以及探討教師推理及行動過程六個層面，分析歸納以實例呈現之個案教師語體文教學歷程，以及教師如何在教學推理中，將其知識轉化為能因應學生學習的「可教性」的知識，並從中發現其成為專家教師之特質。 第五章結論與建議，由分析個案教師的學科教學知識、推理與行動之過程，了解個案老師的確具有專家教師之特質，同時提出本研究之限制和對後續研究建議：一、能持續發展研究國文領域之對象，如能擴大研究人數，則可以經由類比，使更多觀點得以釐清或彰顯，對於國中國文教學成功的定義，應較能有一個通則，且有利於教師真是及師資培育的參考。二、採取不同的研究方法，質化或量化並用、將更有助於國文教學專業知能之提昇。三、將學習者方面的反應，納入研究，匯集多方面資料，研究推論才更具統整性。The study is based on the spirit and principle of interpretive study, which tries to understand the pedagogical knowledge on colloquialism of the expert pedagogue by means of a long-term research on campus and by class observation, interviews with individual teachers, and document analysis. Meanwhile, it tries to figure out how the teachers transfer the expert knowledge into “teachable” knowledge, through the process of “pedagogical, reasoning, and action,” so that the students can learn. This research also studies the influences of the resource of teachers’ expert pedagogical knowledge, which shows that the expert pedagogues actively hold the opportunities of further studies as well as absorbing the knowledge and ideas from different fields, enabling themselves to be professional and creative all the time. There are six chapters in this paper. The first one elucidates the motivation and aim of the research. The second one explains the method of research, including its order and procedure when putting into practice. In the third chapter, there are discussions on literature, hoping to combine education theory with the teaching knowledge that Chinese literature teachers should have, in order to construct the schema of this paper. The content of the fourth chapter are to define what is “expert pedagogue” after the discussion mentioned above. The definition is made through six aspects—the pedagogical knowledge, content knowledge, general pedagogical knowledge, knowledge of learner, curriculum knowledge, and knowledge of education context. After analysis and inference, this part of the paper takes individual teachers’ teaching experience on colloquialism as an example, and shows how they transfer their knowledge into a “teachable” kind as to fulfill the students’ need; at the same time, to find out the characteristics of being an expert pedagogue. The last chapter is the conclusion and suggestion. It discovers that the teachers of each independent case do actually have characteristics of expert pedagogue by ways of analyzing the process of their “pedagogical, reasoning, and action.” Meanwhile, it brings forth the limitation of this research and three suggestions for the continuing study—first, it would be better for people who are able to continue the study of the Chinese literature family, to expand the study group, so that through more comparisons, more viewpoints could be clarified and manifested. Then there would be a more general principle to define a successful teaching on junior high school’s Chinese literature class. It would also provide a standard to choosing teachers, as well as be a reference for the cultivation of teachers. Secondly, to adopt more methods of study—using both qualitative and quantitative research—would be helpful to the raise of expert pedagogical knowledge. Third, the inference of study would be more integrated and complete when the research includes the reaction of learners and information from all aspects國文科專家教師語體文教學專業Chinese literature familyexpert teacherColloquialismexpert pedagogical knowledge