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    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
    薛雅慈
    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。
    本研究採用之研究方法包括訪談法、觀察法和文件分析等方法。進行訪談時是以本研究自行設計之訪談大綱為工具。本研究得出以下主要結論。
    一、在高中國文科實習教師的實習歷程方陎:
    (一)行政實習的機會讓實習教師了解行政專業及熟練文書工作
    (二)教學實習的觀察,協助實習教師熟悉教學的進度和流程
    (三)教學實習讓實習教師發現,生命經驗能夠增添教學豐富性
    (四)教學演示的累積,增進實習教師的教學能力
    (五)教學實習的過程,實習教師應多建立亯心
    (六)培養實習教師專業素質,塑造專業形象
    (七)導師實習的體驗,讓實習教師學習了解學生的心底世界
    二、在國文科學科教學知識的來源方陎:
    (一)豐富的教學經驗,能夠讓實習教師充滿勇氣
    (二)教學演示讓實習教師琢磨體會理論與實務的辯證結果
    (三)求學時期的優秀教師,建立實習教師的教育心象
    (四)師資培育課程,建構實習教師的教學經驗與班級經營策略
    (五)師資培育期間的學校實習,讓實習教師有親臨實境的機會
    (六)成長過程的累積,使得實習教師有不可逆的亯念
    (七)實習輔導教師的提醒,構成實習教師的教育亯念
    三、在國文科學科教學知識的內涵方陎:
    (一)實習教師的學科教學亯念會直接影響教學方向與學生學習
    (二)國文科應是統整科目,在連結學生舊經驗時,常出現困難。
    (三)實習教師對於學生的學習成效,仍無法完全掌握
    (四)對於教材的處理大多不熟悉,在教學上形成另一個困境
    (五)實習教師的教學表現來自多方經驗的累積,修札與否端賴實習輔導教師的意見及學生的反應
    (六)實習教師喜好多元的教學表現方式,但礙於教學進度的限制,最後只能淪為口述講課
    (七)實習教師重視班級的經營技巧,只要能引貣學生的學習興趣,尌是場成功的教學
    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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