政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/75171
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 113307/144288 (79%)
Visitors : 50870811      Online Users : 438
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
    •  Adv. Search
    Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer Goto mobile version


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/75171


    Title: 從實務理論與典範的觀點初探教師更新之原理、內容與管道
    Other Titles: Why, What, and How Teachers Renew: From the Practical Theory and Paradigm Perspectives
    Authors: 黃譯瑩
    Huang, Yi-Ying
    Contributors: 教育系
    Keywords: 教師更新;渾沌典範;實務理論
    Chaos paradigm;Practical theory;Teacher renewal
    Date: 1999
    Issue Date: 2015-05-18 17:21:30 (UTC+8)
    Abstract: 本研究目的在從實務理論與思考典範的觀點探究教師更新之原理、內容與管道。由教師在教學經驗中建構其實務理論、教師於教育改革過程中扮演著重要角色的事實可知，教師能否更新直接影響教育改革的成敗，而教師更新又與教師實務理論是否具有更新的機制息息相關。鑑於當前學者對實務理論的研究多在個別教師或教師群之實務理論的內涵與特質，對實務理論可能產生對教師更新的限制尚未作較周延的探討，故本研究先討論教師的實務理論，包括其意義、形成、內涵與特質；其次，從渾沌思考典範、機械世界觀、以及實務理論可能產生的限制說明教師更新的原理；復次，分析教師更新的內容─思考典範與教育信念，以及教師更新的管道─省思；最後，根據以上的探討提出三項建議，協助教師轉移典範，在自己於「教師更新」的認知、情意與行動之間建立連結。
    Teachers construct their practical theories through teaching practices. The renewal of teachers and their practical theories directly influences the success of educational change. Few studies probe the relationship between teacher renewal and practical theory or the limitation of practical theory. Therefore, the purpose of this study is to discuss the question of "why, what and how teachers renew" from the practical theory and paradigm perspectives. First discussed is the meaning, constructive process, and characteristics of practical theory. Then, the rationale of teacher renewal is explained from the chaos paradigm perspective and mechanical worldview. Thirdly, analyzed are the content of teacher renewal@the paradigm and educational beliefs, and the way to teacher renewal@reflection. In order to facilitate paradigm shift and make connections between their cognition of, affect to, and action for teacher renewal, this paper suggests that teachers reflect with conscious awareness and take a double look at themselves, their own practical theories, and the paradigm behind.
    Relation: 教育研究資訊, 7(4), 117-145.
    Data Type: article
    Appears in Collections:[Department of Education] Periodical Articles

    Files in This Item:

    File Description SizeFormat
    index.html0KbHTML2710View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
    The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

    2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
    NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback