政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/36325

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政大機構典藏 > 教育學院 > 教育學系 > 學位論文 > Item 140.119/36325

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题名:	行動取向的職前師資培育模式之研究--以國小國語科識字與寫字教學為例 An Action Orientation Model for Preservice Teacher Education----An Example in Teaching Elementary School Students’ Chinese Vocabulary and Handwriting
作者:	陳添球 Tien-Chiu Chen
贡献者:	邱錦昌鄭晉昌陳添球 Tien-Chiu Chen
关键词:	行動行動學習師資培育師資教育教育實習寫字教學 action action learning teacher education practicum handwriting
日期:	2000
上传时间:	2009-09-18 18:19:33 (UTC+8)
摘要:	本研究之目的為：一、探討行動取向師資培育模式的理論基礎。二、建構行動取向師資培育模式的變項。三、實地試驗行動取向師資培育模式的效能。四、探討知識轉變為行動的歷程。本研首先透過文獻分析，探討行動取向師資培育模式的理論基礎，建構行動取向師資培育模式的知識、計畫、表現、省思和精熟等五大變項，再用「個案實驗研究法」，選擇花蓮師範學院大學部三年級兩位修習「教育實習」之師資生為樣本，分為實驗組和控制組，進行「知識輸入」實驗處理後，實施六回合計畫、表現、省思試教實驗。資料蒐集的方法有知識引出訪談、教學設計、放聲思考think aloud與轉譯、試教錄影與轉譯、省思錄影與轉譯及研究者實地觀察記錄。資料分析的方法有資料的持續比較、路徑發現分析、精熟情形分析、資料的次數分析、百分比分析等。本研究的重要發現有： 1.教師的知識應分為「領域通用或領域間通用的知識」（一般教育學知識）和領域專用的知識（學科知識）兩大類；領域專用的知識應再分為領域內通用的內容知識、單元╱課專用的內容知識、領域內專用的教學法知識、領域內專用的教學步驟知識；兩類知識交融產生「領域專用的教育學知識或學科教育學知識」。 2.獲取與記憶之學院設計安排的「識字與寫字」教學相關知識、實驗處理的知識，確實成為發展教學行動表徵與採取行動的基礎。 3.一節的「識字與寫字」課，需交融領域間通用的的知識、領域內通用的內容知識、單元專用的知識或常識、領域內專用的教學法知識交融轉換生產教學行動表徵。 4.「識字與寫字」的教學設計需要提取領域內通用的內容知識和單元專用的內容知識，這些知識影響教學行動表徵的生產量。 5.本研究中「設計的教學行動表徵」有84%以上產生具體行動表現。 6.知識越充足計畫量就越多、教學表現量也越多，省思量也隨著增加。 7..經六回合的計畫、表現、省思之後，各個項目都有進步和精熟化的表現，以本研究自編的「陳述性知識與程序性知識11等級量表」評估知識的進步與精熟等級分別從實驗前的3.4和3.5，提昇為7.9和8.1。最後本研究針對師資培育方案規劃、課程發展、教學、督導、與評鑑，以及未來繼續研究之建議。 The purpose of this study was to investigate an action-learning model for teacher education. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyze the rationale of an action-learning model for teacher education and to construct the five variables of knowledge, design, performance, reflection and mastering for the model. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud and video recoding were used for datd collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The pedagogical domain-specific knowledge or pedagogical content knowledge was blended by the knowledge of domain-general and the knowledge of specific-specific. In order to analyze the pedagogical domain-specific knowledge from instructional design, the knowledge of general-general is named of intra-general-general. The knowledge of domain-specific should be divided into inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, and inner-domain-general process. 2.The programmed knowledge learned from teacher education program and from experiment treatment were able to develop the representation of teaching action and teaching action. The two kinds of knowledge were useable. 3.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra--domain general and the knowledge of domain-specific（The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process）. 4.To design the teaching of elementary school students’ Chinese vocabulary and handwriting need to blend the knowledge of general-general and the knowledge of specific-specific. The more the knowledge of these two areas induces the more production of representation of teaching action. 5. The subjects had transferred 84% representation of teaching action into their teaching in the current study. 6.The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. The current study not only provides implications for teacher education but also suggests directions for further research. 封面頁證明書致謝詞論文摘要目錄表目錄圖目錄第一章緒論第一節研究緣起第二節研究目的第三節名詞釋義第四節研究範圍與限制第二章文獻探討第一節行動取向職前的師資培育之理論基礎第二節行動學習與行動取向的師資培育第三節行動取向師資培育模式的變項與內涵第四節與「行動取向」的師資培育模式類似的研究第三章研究設計與實施第一節研究方法、樣本與實驗設計第二節研究工具第三節實驗實施、資料蒐集、整理與分析的方法第四節實施程序與進度第五節研究架構第四章資料分析與討論第一節知識引出訪談資料整理與分析第二節識字與寫字教學的分項資料整理與分析第三節綜合分析與討論第四節知識與經驗的進步精熟及模式的有效性第五節本研究的重要發現第五章結論與建議參考書目壹、中文部分貳、英文部分
描述:	博士國立政治大學教育研究所 89
資料來源:	http://thesis.lib.nccu.edu.tw/record/#A2002000245
数据类型:	thesis
显示于类别:	[教育學系] 學位論文

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