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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/75171


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    題名: 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
    其他題名: Why, What, and How Teachers Renew: From the Practical Theory and Paradigm Perspectives
    作者: 黃譯瑩
    Huang, Yi-Ying
    貢獻者: 教育系
    關鍵詞: 教師更新;渾沌典範;實務理論
    Chaos paradigm;Practical theory;Teacher renewal
    日期: 1999
    上傳時間: 2015-05-18 17:21:30 (UTC+8)
    摘要: 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.
    關聯: 教育研究資訊, 7(4), 117-145.
    資料類型: article
    顯示於類別:[教育學系] 期刊論文

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