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研究生: 李小惠
論文名稱: 生物科職前教師專業成長之個案研究
指導教授: 童麗珠
學位類別: 碩士
Master
系所名稱: 生命科學系
Department of Life Science
論文出版年: 2002
畢業學年度: 91
語文別: 中文
論文頁數: 113
中文關鍵詞: 生物科職前教師專業成長個案研究
論文種類: 學術論文
相關次數: 點閱:216下載:30
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  • 摘要
    本研究以國立台灣師範大學生物系90級四年級的學生為個案研究對象,使用詮釋性研究,探討個案教師在「駐校教學實習指導模式」教學實習課程之教學專業成長,與影響其教學專業成長的主要因素。
    研究者經過整學年對個案教師教學的連續觀察,收集相關資料,並加以分析比較及三角校正效化資料後,提出該個案教師在此教學實習過程中其專業成長的轉變。
    研究結果發現:透過內在因素與外在因素的影響,促使個案教師生活化學科知識發展的增進。對學生知識方面,運用策略了解學生學習生物學知識方法,快速成長其對班級及學生的了解及積極引起學生學習動機。學科詮釋調整為以學生角度思考教學,並運用類比及教具協助學生學習。教學信念的落實由個案教師在科學教育信念、生物教師信念、生物教學氣氛信念、生物實驗信念、評量方式及班級經營氣氛探討信念的達成與否。由此可知,大四教學實習課程能促使職前教師利用正向思考及各種外在支援,藉以改善其教學實作,達到專業成長。
    本研究建議:職前教師若能掌握「大四教學實習」之學習教學,充分利用眾多教學資源,應能成長其實作上的教學專業知識。祈使這種關於職前教師專業知識的發展歷程的研究,能作為將來「多元化師資培育」及「教學實習制度」的參考。

    Abstract
    This study explored the preservice teacher’s professional growth for a senior student of Biology Department at National Taiwan Normal University. With interpretive research, two major subjects concerning teaching professional growth and the major influential factors were examined during the instructional model of on-site teacher practices in the secondary school.
    Within an academic year, the study continued observing the preservice teacher’s teaching performance, collecting his relative data, and then analyzing the increment of preservice teacher’s professional growth. Triangulation of multiple data sources was used to validate the results.
    This study revealed that both preservice teacher’s pedagogical content knowledge growth and his teaching brief can improve case teacher to enhance his teaching performance and to create his teaching style by himself. The personal self-reflectiveness and learning community affected the preservice teacher to develop his relative teaching strategies continually. On-site teaching practice could be favor for the preservice teacher’s practical teaching with his positive thinking.
    It was suggested that if preservice teachers can hand-on the on-site teaching practical training, they will develop their teaching professional knowledge with many teaching resources effectively. This study is useful for the multiple teacher education and teaching practical training system.

    目 錄 第壹章、緒論…………………………………………………1 第一節、研究動機與背景………………………………………1 第二節、研究的重要性…………………………………………2 第三節、研究目的………………………………………………4 第四節、研究理念………………………………………………4 第五節、名詞界定………………………………………………6 第六節、研究限制………………………………………………7 第貳章、文獻探討…………………………………………8 第一節、職前教師特質研究……………………………………8 第二節、學科教學知識的探討…………………………………12 第三節、教師教學信念…………………………………………18 第四節、職前教師在教學過程所感知之因素…………………21 第參章、研究方法…………………………………………23 第一節、詮釋性研究的特質……………………………………23 第二節、研究過程………………………………………………25 第三節、研究情境………………………………………………32 第肆章、研究發現及討論………………………………35 第一節、學科教學知識在教學實作過程的轉變………………35 第二節、教學信念對教學實務的影響………………………55 第三節、影響陳老師專業成長的教學壓力…………………69 第伍章、結論、啟示與建議…………………………75 第一節、 結論………………………………………………76 第二節、 啟示與建議………………………………………80 參考文獻………………………………………………………83 附錄………………………………………………………………95 附錄一:教學實習工作日誌………………………………………95 附錄二:認識環境問卷……………………………………………96 附錄三:同儕試教心得報告………………………………………98 附錄四:同儕試教PCK報告………………………………………100 附錄五:密集試教心得記錄表……………………………………102 附錄六:實習生基本資料開放式問卷……………………………104 附錄七:大三科學教育課程問卷…………………………………105 附錄八:陳老師八十九學年度參觀及試教之班級時間及內容…106 附錄九:7-3有性生殖學習單……………………………………108 附錄十:生物評量試卷……………………………………………110 附錄十一:正課教學評檢表………………………………………112 附錄十二:生物科實驗教學評檢表………………………………113 圖 次 圖一、研究理念架構圖…………………………………………………5 圖二、教師學科教學知識………………………………………………15 圖三、學科教學知曉(PCKg)發展模式圖……………………………17 圖四、信念、態度、意圖、決定、行為和可利用資訊間關係………19 圖五、研究流程圖………………………………………………………24 圖六、陳老師專業成長模式圖…………………………………………77 表 次 表一:八十九學年度教學實習進度表………………………………28 表二:A班「8-1基因與遺傳」單元教學…………………………38

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