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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/73661

    Title: 高中國文科實習教師學科教學知識形成歷程研究
    Other Titles: Chinese arts student teachers with high teaching process of pedagogical content knowledge formation
    Authors: 姚玉容;Yao, Yu-Jung
    Contributors: 淡江大學高等教育研究所碩士班
    Keywords: 高中國文科實習教師;實習教師;學科教學知識;Chinese arts student teachers with high teaching;student teachers;the pedagogical content knowledge
    Date: 2011
    Issue Date: 2011-12-28 16:11:19 (UTC+8)
    Abstract: 本研究目的旨在探討高中國文科實習教師在學科教學知識的形成歷程,研究對象為三位高中國文科實習教師。
    This study aims, by adopting the methods of document analysis, field interview, and observation, to explore the process of constructing the pedagogical content knowledge of student teachers in Chinese arts of senior high schools. An self-designed semi-structured interview schedule was used as the research tool of the interview. The main conclusions of this study were as follows:
    The process of student teachers in Chinese arts of senior high schools:
    1. Through teaching practice, the student teachers understood administrating expertise and documentation skilled.
    2. By observation of teaching practice helps the student teachers to be familiar with the schedule and procedure of progress.
    3. Through teaching practice, the student teachers found that the life experience could enrich the teaching.
    4. Accumulating the experience of teaching demonstrations enhanced the teaching ability of the student teachers.
    5. Student teachers should build up self-confidence during the process the teaching practice.
    6. Develop professional qualities and create profession image.
    7. The experience of the teacher practice helped to understand the inner world of students.
    Resources of pedagogical content knowledge in Chinese arts:
    1. The ample teaching experiences could encourage student teachers.
    2. Through teaching demonstrations, the student teachers pondered and understood the dialectical result of theoretical basis and practical experience,
    3. An excellent teacher during study period established the education imagery of the student teachers.
    4. Teacher education program constructed the student teachers teaching experiences and
    strategies of class managing.
    5. The school internship during the teacher education program provided student teacher the opportunities the practical experience.
    6. The cumulative progress of growth created the student teachers the irreversible belief.
    7. The reminder from the practice tutors constructed the student teacher’s belief in education.
    Meaning of pedagogical content knowledge in Chinese arts:
    1. The belief of pedagogical content knowledge from the student teachers directly influenced the direction of teaching and student learning.
    2. Chinese arts is a subject of integration and it was found difficulties when connecting the students past experiences.
    3. The students teachers could not fully controlled the learning effectiveness of the students.
    4. Unfamiliar in handling mostly teaching materials formed another plight in teaching.
    5. The teaching performance of the student teachers based on the multi-experiences gained, change or not depends on the opinions from the practice tutors and feedbacks from the students.
    6. The student teachers preferred the diverse teaching approaches yet it ended up audio presentations due to the restriction of the schedule of progress.
    7. The student teachers value the management skills of classroom. It is a successful teaching as long as it arouses the student’s interest in learning.
    Appears in Collections:[高等教育研究所] 學位論文

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