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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/14884

Title: 促進國小資深教師資優教學信念改變的研究
The Change of Experienced Elementary School Teachers’ Belief on Pedagogy in Gifted Education
Authors: 梁崇惠;邱姵萍;施皓耀
Contributors: 數學系
Keywords: 教學信念;資深教師;資優教育
Belief in pedagogy;Experienced teachers;Gifted education
Date: 2009-09
Issue Date: 2012-12-10T02:44:41Z
Publisher: 臺北市立師範學院科學教育中心
Abstract: 本研究旨在探索資深教師資優教學信念的改變暨改變之因素。研究對象為
中部某縣市不同校的兩位國小資深教師,每位資深教師與兩名該校之資優生組
成一個學習小組。在一位大學教師對十五個學習小組進行示範教學的情境下,
資深教師得以學習如何進行資優教學及觀察資優生的學習特徵。收集的資料包
括課室教學錄影光碟、師生課堂筆記、教師問卷、教師訪談錄音、教師反思札
記卡等,資料的分析採扎根理論及 Etchberger 和 Shaw 提出的教師教學信念改
變歷程,來探討資深教師教學信念的轉變。研究結果顯示資深教師透過授課者
及資優生之間的互動氛圍,認知資優教育的內涵,尤其對資優教學的信念從傳
統的加速及大量訓練轉變成以開放、等待的態度來帶領資優生。
The objective of this study is to investigate the change of belief of teachers of
gifted. The objects consist of fifteen experienced elementary teachers from different
elementary schools in a central county in Taiwan. Each teacher accompanying with
two gifted in the same school form a group. The class has fifteen groups and is in the
cooperative setting. The instructor of the class is a professor in a university who has
major both in pure mathematics and gifted education. The philosophy of nurturing
teachers of gifted is constructivism where teachers are dipped in the environment
of an innovative and effective gifted education model. Teachers are acting like colearners
and mentors. As co-learners, they are able to closely analyze the learning
characteristics of gifted. As mentors, they are able to practice what they have
conceived in the gifted education model. In this article, we select two experienced
teachers from objects to give detailed report. Data are videos of the whole courses,
students�and experienced teachers�notes taken in the class, questionnaires for
teachers, tapes of interview, and teachers�reflective logs etc. Teachers�change
of belief is in gifted education analyzed by the grounded theory and aligned with
a process of belief change proposed by Etchberger and Shaw. The finding shows
that teachers�belief in gifted education has a great change. The original belief that
teaching more is better has changed to listening more is one of the most important
activities in gifted education. The detailed traces of the change of belief are provided.
Relation: 科學教育研究與發展季刊, 54: 79-108
Appears in Collections:[數學系] 期刊論文

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