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    題名: 探索中的探索:高中科學探究課程發展歷程中教師專業成長之研究
    其他題名: Searching for inquiry: a study of professional development of senior high school teachers in the process of curriculum development
    作者: 江玟均;Jun, Wen-jiang
    貢獻者: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-fung
    關鍵詞: 教師專業成長;學校本位課程發展;探究式教學;professional development;School-based curriculum development;Inquiry-based teaching
    日期: 2007
    上傳時間: 2010-01-11 00:28:04 (UTC+8)
    摘要: 本研究目的在探究台北高中(假名)教師參與「科學探究」學校本位課程開發情境下之專業發展歷程及內涵,包含教師的學科內容知識、教學知識以及學科教學知識。
    本研究針對台北高中六位參與課程發展的教師,透過訪談與文件分析的方式蒐集教師於課程開發、實施及修正等階段之專業成長相關資料,以學校本位課程發展、科學探究式教學、及教師專業發展等相關理論為基礎進行資料分析。
    本研究結果將台北高中教師經歷課程發展過程分為預備期、導入期及更新期三個專業發展時期,分別呈現其學科內容知識、教學知識及學科教學知識之發展情形如下:
    一、學科內容知識:在課程發展初期,教師承認缺乏「研究方法」系統化概念,過程中藉由自我進修擴充各自負責的「研究方法」主題知識,但課程實施後,反思跨主題的整合性知識仍不足。
    二、教學知識:初期教師自認缺乏「探究式教學」相關知能,「科學探究課程」劃分為「研究方法」、「領域探索」、「專題試探」三階段,刺激教師思考不同階段的教法,且物理科教師透過協同教學增進物理實驗教學知識,但「探究式教學」的理念仍待落實。
    三、學科教學知識:初期教師反思過去「研究方法」課程實施的問題以及本身「科學探究課程」評量知識不足,課程實施後經專家指導、學生意見回饋及課堂觀察等方式修改課程,增加融合學生、情境、表徵等知識於「科學探究課程」中,但教師反思該課程的評量知識仍待發展。
    本研究提出以下建議:
    一、對台北高中教師專業發展的建議
    (一)建議教師於課程發展會議扮演積極主動進言角色,並接受課程發展專家指導,以提昇教師課程發展及自我評鑑之知能;
    (二)建議教師參與進修課程、同儕教學視導或協同教學,增進探究式教學知能的獲取;
    (三)建議教師透過讀書會閱讀、分享與討論「研究方法」書籍或相關學科知識,以擴增教師「研究方法」課程內容之系統性概念及新興議題的知識;
    (四)建議教師透過行動研究解決教材開發及教學現場的問題,以增進教師課程與教學發展的知能。
    二、對台北高中執行高瞻計畫的建議
    (一)建議台北高中應明確傳達高瞻計畫內容與目標,並評估教師的專業知能發展需求以提供協助教師專業發展管道;
    (二)建議高瞻計畫主持人協助該校教師逐步形成課程目標的共識,並加強課程發展的領導知能;
    (三)建議台北高中提供專業發展管道與資源,包括辦理教師在職進修、聘請專家指導課程發展、提供讀書會書籍與資料等;
    (四)建議台北高中規劃課程發展配套措施,包括教師教學時數協調、提供討論與交流空間、固定課程開發會議時程以及鼓勵教師協同教學等。
    三、對未來研究的建議
    (一)可針對教師專業發展的相關因素進一步探討;
    (二)可針對全國科學教師對新興科技議題及創新教法專業知能進一步探討;
    (三)可針對高中教師專業發展與學校本位課程開發之成效進一步探討;
    (四)可針對高中學校本位課程發展與實施下,教師專業發展與學生學習成效之關係進一步探討。
    The purpose of this study is to investigate the teacher professional development in the school-based curriculum development process of Taipei High School (pseudo name). The professional development includes content knowledge (CK), pedagogical knowledge (PCK) and pedagogical content knowledge (PCK).
    The study is a qualitative research applying techniques of interviews and document analysis to collect data from six teachers who were involved with curriculum development in Taipei High School. The interpretation was generated based on the theories of school-based curriculum development, inquiry-based teaching, and teacher professional development.
    Teacher professional development was divided into three stages: initiation period, enactment period, and renewal period. The conclusions of the research were summarized as follows:
    1.CK: At the beginning, teachers admitted the lack of systematic knowledge on “research method”, however, by self study, teachers expanded knowledge on the particular topic responsible by each person. After curriculum implementation, there is still need in the integration of topics related to research method course.
    2.PK: At the initial stage, teacher admitted that they were short of knowledge on “inquiry-based teaching”, but they did try to employ different teaching methods on the different course. Especially, the physic teachers enlarge their knowledge on physic laboratory teaching by team teaching approach. However, the professional knowledge on “inquiry-based teaching” was still need to be developed.
    3.PCK: At the initial stage, teachers reflected on the problems of previous teaching on “research method” and admitted the lack of knowledge on student assessment. After curriculum implementation, teachers accept expert’s guidance and revise the curriculum. After all, teachers’ professional content knowledge on how to assess student learning achievement of the inquiry-based curriculum still needs to be enhanced.
    The suggestions are summarized as follows:
    1.For teacher professional development
    (1)It is suggested that teachers take initiative in expressing their voices during the process of curriculum development, as well as receiving guidance from curriculum development experts.
    (2)It is suggested that teachers acquire professional knowledge on “inquiry based teaching” by attending professional workshops, peer supervision or team teaching.
    (3)It is suggested that teachers enhance their knowledge on “research method” by organizing study group in the school.
    (4)It is suggested that teachers solve teaching problems by conducting “action research”.
    2.For Taipei High School
    (1)It is suggested that school redesign the curriculum goal and assess teachers’ need on profession development.
    (2)It is suggested that curriculum leaders help teachers form consensus for the curriculum development goal and develop their capability in curriculum leadership.
    (3)It is suggested that school provide workshops and resources for teachers on curriculum development.
    (4)It is suggested that school reconsider a comprehensive plan for curriculum development and implementation, including hours for teachers meeting, time for professional development and spaces for discussion or design.
    3.For the future research
    (1)There is need to investigate factors influenced teachers professional.
    (2)There is need to investigate nation-wide science teachers’ knowledge on the emergent science and technology.
    (3)There is need to investigate the relationship between teacher professional development and school-based curriculum development outcomes.
    (4)There is need to investigate causal relationship between teacher professional development and students’ learning outcomes.
    顯示於類別:[教育科技學系暨研究所] 學位論文

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