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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/17995

Title: 初任理化教師教學的需求與改變之研究
Authors: 葉永進;張惠博
Contributors: 物理學系
Keywords: 初任教師;科學教學;教師期望
Beginning teacher;Science teaching;Teacher needs
Date: 1997-10
Issue Date: 2014-02-18T02:34:30Z
Publisher: 中華民國物理教育學會
Abstract: 本研究旨在(一)瞭解兩位初任理化教師(物理與化學學科背景各一位)教學的需求與形成因素,(二)探究其實際教學的表現與教學需求之間的關係,(三)找出教學需求的轉變與造成轉變的因素。
本研究採用質的研究法,在八十四學年度第一學期,經由教室觀察,問卷、晤談與相關文件資料匯集等進行數據的收集。並採用三角交叉法,交互審核前述資料,以期提高本研究的效度。
研究結果顯示,兩位初任理化教師,在學期初以維持教學活動能正常進行為其基本需求,且著重於將教材內容流暢的呈現,而較忽略學生對教學內容的吸收程度。學期末的教學需求,則較重視教師的專業成長,其關心的焦點,亦由原先只關心自己的教學表現,轉變為關心學生對教材內容的瞭解。此外,教師不同的個人特質與教學理念也會形成不同的教學需求。尤其,教師對於不同學習程度的班級,具有不一樣的教學方式與期許。影響兩位初任理化教師教學需求轉變的因素,有四個主因:(一)班級秩序的影響,(二)教學進度的壓力,(三)學科知識的影響,(四)學生程度與學習意願的影響。另外,有兩個次要的因素:(一)教師對理化教學所持的理念,(二)學校同儕之間的影響。
綜合而言,初任教師教學需求的形成與轉變,頗受實際教學情境的影響。尤其班級經營的困難、教學進度的壓力與學科知識的缺乏等因素,皆是他們所遭遇的困難,亦是他們在實際教學中,渴切解決的問題與最想獲得的知能與需求。因此,如何增進初任教師班級經營的能力,提供初任教師在職進修的機會與擴增諮詢管道,以培養其專業的學科知識與技能,應是今後師資培育課程所應思考與努力的方向。
The purpose of this study was to investigate the needs and sources of these needs teaching needs in two beginning science teachers. One majored in physics and the other majored in chemistry. In addition, the relationship between classroom, practice and teachers’ needs, the transformation of these needs and the causes of these needs were explored.
A qualitative research design was used for this study during the first semester of 1995. Data was gathered from classroom observations, questionnaires, interviews, and some related information. This variety of data sources allowed for triangulation to validate the results of this investigation.
Results of this investigation indicated that the teachers’ initial need were to maintain the regular operation of teaching activities. Their initial focus was on how to present subject matter coherently rather than focusing students’ abilities on understanding subject matter. However, the teachers’ needs at the end of the semester indicated a gradual growth in teachers’ professional knowledge. Their concerns changed from focusing on the teacher to a focus on students and their needs. In addition, this study found those teachers with different characteristics and beliefs developed different needs. Above all, teachers used different methods and had different expectations toward different classes depending upon their evident degrees of learning. These differences led to different models of teachers’ needs. Four factors were noted to affect the transformations of the two teachers’ pedagogical needs: (a) classroom discipline, (b) the pressure of teaching progress, (c) subject matter knowledge, and (d) the influence of students’ abilities and motivation. Further, there were two minor factors influencing teachers’ needs. One was teachers’ belief toward science teaching and the other was their colleague.
Consequently, the formation and transformation of the beginning teachers’ needs were most influenced by teaching context. The various aspects of classroom management, pressure of teaching progress and perceived inadequacy of subject matter knowledge were the most common obstacles to effective teaching. Consequently, the teachers felt pressure to solve these problems as soon as possible. Therefore, attention to classroom management and the development of professional subject matter knowledge should be the primary focus of both preservice and inservice teacher education programs.
Relation: 物理教育, 1(2): 20-44
Appears in Collections:[物理學系] 期刊論文

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