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_

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題名：	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
作者：	陳添球
作者(外文)：	Tien-Chiu Chen
校院名稱：	國立政治大學
系所名稱：	教育學系
指導教授：	邱錦昌鄭晉昌
學位類別：	博士
出版日期：	2001
主題關鍵詞：	行動；行動學習；師資培育；師資教育；教育實習；寫字教學；語文教學；書法教學；action；action learning；teacher education；practicum；handwriting
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(6) 博士論文(1) 專書(0) 專書論文(0) 排除自我引用:5 共同引用:0 點閱:44

國立政治大學八十九學年度第二學期博士論文摘要
摘要
研究所別：教育研究所指導教授：邱錦昌博士鄭晉昌博士
論文題目：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
研究生：陳添球
【摘要內容】
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。

以文找文

An Action Orientation Model for Preservice Teacher Education
----An Example in Teaching Elementary School Students’ Chinese Vocabulary and Handwriting
Tien-Chiu Chen
Abstract
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.

以文找文

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7.	後現代課程理論之研究 : 一種有機典範的課程觀
8.	課程管理
9.	教導主任課程發展的行動研究
10.	學校本位課程發展與課程領導
11.	臺北市九年一貫課程國中階段社會領域運做作實務
12.	農村小學學校生活課程發展行動研究
13.	臺灣教育的主體性與本土化

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