| Abstract: | 一個真正落實改革的教育系統應該具有教師改變的結構，教育改革過程中所重視的教師專業發展，可以說就是在促成一種教師的改變。教師改變是指教師在其教育行動上與認識上的變化，但若無認識上的改變作為基礎、其教育行動上的變化並不易持續，然而，欲更新已經植基於某一思維典範、慣於以某種省思模式運作的認識並不容易，尤其，當人類對日常生活與自己專業上的認識歷經一次次的演練形成穩定狀態、發展為各種實務知識的時候。目前相關文獻對以下問題均尚未有深入的回應：（1）實務知識形成與發展歷程本身產生了什麼限制？影響實務知識更新的思維典範與省思模式為何？（2）以自然科學教師為例，不斷地有認識與實踐科學本質與科學態度之機會的自然科學教師，該學科本身的個殊性對其實務知識的更新是更為有利或有礙？（3）對於思維典範與省思模式的學術發現，如何轉化為以自然科學教師為使用對象協助更新實務知識的教材模組？本研究目的即是：（1）切入影響實務知識更新之重要關鍵---思維典範與省思模式，論證一般的、共同性的「實務知識更新之理論」；（2）以自然科學教師為對象，論證「自然科學教師實務知識更新之理論」，建構「自然科學教師實務知識更新之推動模式」；（3）設計有助於「躍遷自然科學教師思維典範與省思模式之教材模組」，並透過模組應用工作坊評估與修改內容。本三年研究涉及基礎、應用與技術，因此也結合了文獻分析、專家座談與諮詢、田野調查、問卷調查、行動研究等不同研究方法，以多元的資料做為理論、實務、產品之間彼此校正與調整的依據。
The purposes of this research, 「Practical Knowledge Renewal of the Science Teacher: Theory Justification, Facilitating Model Construction, Module Design and Application,」 are as follows: (1) Justify the theory of practical knowledge renewal; (2) Take science teacher as subject to further justify the theory of practical knowledge renewal of the science teacher and construct the model for facilitating practical knowledge renewal of the science teacher; (3) Design and apply the modules that help trigger the transition of thought paradigm and the mode of reflection of the science teacher. This research includes the theoretical, applied and technical parts, which will be integrated and adjust each other throughout the three years. The education system, which does change, must company with teacher change. Professional development, always noted in the educational innovation process, can be regarded as facilitating a kind of teacher change. That is to say, teacher change is the origin of teacher professional development. Teacher change refers to changes in the aspects of educational knowing and action. It is argued that changes in action will be hard to sustain without the support from changes in knowing. However, to renew the knowing derived from some thought paradigm or mode of reflection is not easy. Especially to the practical knowledge, a kind of knowing that is based on the repeated, personally meaningful trials and practices. Therefore, whether teacher can renew depends on the mechanism that helps renew practical knowledge, which meanwhile intimately relates to the transition of thought paradigm and mode of reflection. Regretfully, the current research usually focuses on the 「content」 and 「characteristic」 of practical knowledge rather than its 「limit,」 generated in the developmental process, and the key to renewal—thought paradigm and mode of reflection. Besides, in the science education field, the issue is less inquired that how the particularness of science influence the opportunity for science teachers to renew their practical knowledge---those, who have been practicing the knowing on the changeable and verifiable nature and objective attitude of science. Furthermore, most of the findings on thought paradigm or the mode of reflection are written in a research report form, of which circulation surly contributes to the academic development but cannot be applied as a tool to facilitate practical knowledge renewal. That is, it is important for the researcher to convert the research findings to modules, which practitioners can use directly, and to layout module application workshops to collect feedbacks for module revision. According to the above research background and purposes, a mixture of research methods is applied in order to reach the targets: Content analysis, survey, professional consultation and symposium, qualitative case study, and action research. |
