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http://ir.ncue.edu.tw/ir/handle/987654321/18006
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| Title: | 職前物理教師學科教學知能的成長：以合作學習的教學為例
Development of Pedagogical Knowledge for Pre-Service Science Teachers. Instruction into Cooperative Learning as an Example |
| Authors: | 劉宏文;張惠博 |
| Contributors: | 物理學系 |
| Keywords: | 社會建構主義;師資培育;專業成長
Social constructivism;Science teacher education;Professional development |
| Date: | 2001
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| Issue Date: | 2014-02-18T02:35:03Z
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| Publisher: | 國立臺灣師範大學教育研究中心 |
| Abstract: | 本研究旨在探討在何種教學情境之下，可以增進職前物理教師的專業知能。研究者以社會建構主義關於知識的成長理論為依據，設計了五週的學習課程，以增進學生對合作學習教學策略的理解與信心。研究者意圖創造一個教學環境，通過與小組成員之間的互動，讓職前教師有充分的時間、空間、與資源，可以共同思考、討論有關合作學習教學策略的種種問題；包括：教師對合作學習的信念、合作學習的理論基礎、目前國中科學教學的問題、教師的角色、科學教學與合作學習的關係、教室經營管理等。通過資料分析與研究者的詮釋，本研究以Bell和Gilbert（1996）發展出的模式，從個人、小組與專業三個層面，檢驗職前教師的知能成長。
This study investigated a situation for instruction that might improve the development of pre-service science teachers. Based on the perspectives of social constructivism (Fensham, Gunstone, & White, 1994), the authors designed a teaching project of five weeks duration, that would support pre-service science teachers to develop their knowledge and confidence in co-operative learning.
During all of the teaching periods, we defined ourselves as facilitators rather than answer providers. We helped pre-service teachers with coordinating all their curriculum materials, modeling the teaching strategies and classroom management on co-operative learning. We wanted to create an instructional environment in which pre-service science teachers had enough time, space, and resources to discuss any issues of cooperative learning, when working in-group and out-of-school settings. Based on the data presented, we used the model developed by B. Bell and J. Gilbert(1996), to describe the achievements of pre-service science teachers' development of cooperative learning. On a personal, social and professional level. |
| Relation: | 教育研究資訊雙月刊, 9(6): 43-62 |
| Appears in Collections: | [物理學系] 期刊論文
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| 2020200210006.pdf | 55Kb | Adobe PDF | 639 | View/Open |
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