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題名:國中電腦教師實務理論之個案研究
作者:何珮琪
作者(外文):Peggy Ho
校院名稱:彰化師範大學
系所名稱:科學教育研究所
指導教授:張惠博
學位類別:博士
出版日期:2001
主題關鍵詞:電腦教師實務理論Computer teachersPersonal practical theories
原始連結:連回原系統網址new window
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本研究旨在探討國中電腦教師實務理論的範疇與內涵、發展,並分析其實務理論的影響因素。本研究採質的研究法之深度訪談為主,以三位分別任教於中部某三所國中之電腦教師為研究對象,訪談工具為研究者自編之半結構式訪談大綱,此外,亦進行課室觀察及收集E-mail等相關資料,並對所收集資料進行三角校正,主要的發現如下:一、個案教師實務理論之範疇與內涵,有如下的描述與詮釋:(一)教學知識:國中資訊教育目標、教育脈絡的知識、常規處理。(二)學科知識:資訊教育內容、理想的電腦教學模式。(三)學科教學知識:授課內容、學生及其特徵知識、上課進行方式、教材準備、成績評量、教學策略、課後的練習。(四)信念:對學生的理解、教師角色。二、個案教師實務理論的發展,顯見,包含(一)觀察與理解、(二)實踐、(三)評量、(四)省思、(五)修正與新理解等五個主要歷程,省思是最重要的歷程。三、個案教師的實務理論之影響因素可概分為過去經驗、個人因素與教學情境等,惟,三位個案教師受到這三種因素的影響程度並不相同。整體而言,仁老師根本的實務理論是技術、訓練取向及自學的方法,欽老師則是具有制式的精神,銓老師則是懷抱著兼具經驗與統整的觀點,反省其對於資訊教育的看法與作法。本研究對於教師的專業成長,亦提供下述的建議:(一)重視建立教師個人實務理論,俾作為教學實踐的理論基礎,(二)提供在職教師進修課程,提供教師反省的經驗,俾教師能不斷適切的修正其實務理論,並加強實踐的能力。為真確了解我國國中電腦教師所培育的實務理論,應:(一)增加研究個案及加長研究時間,(二)針對學生學習成就進行分析,及(三)與其他學科間教師實務理論的異同等之研究。
The purpose of this study was to investigate junior high school teachers'' personal practical theories. The development and influence of practical theories were also examined. Three computer teachers from three diverse and culturally different schools were invited to participate in the study. Semi-structured interviews were the main source of data. In addition, classroom observations and various teacher produced materials were used to validate teachers'' practical theories. The major findings were as follows: 1. The scope and nature of the three teachers'' personal practical theories could be described and interpreted as (1) pedagogical knowledge: the goal of computer education, knowledge of education contexts, and classroom management, (2) subject matter knowledge: computer curriculum, idealized modes of using the computer, (3) pedagogical content knowledge of learners, knowledge representation, preparation, assessment, motivational strategies, students'' activities after school, (4) teachers'' beliefs: understanding students and self recognition of teachers'' roles. Specifically, teacher A seemed to have a skill-oriented personal practical theory. However, he shifted his theory to provide students with the opportunity to use and organize materials from WWW sources. Teacher B possessed a uniform-oriented practical theory, since he had a systematic education experience of becoming a qualified computer teacher. Teacher C''s instruction was influenced by his views of integrating school science and computers. 2. The process of developing teachers'' personal practical theories consisted of (1) observation and comprehension, (2) practice, (3) evaluation, (4) reflection, (5) revision and new comprehension. Reflection was the most significant process for the development of teachers'' practical theories. 3. The factors influencing the development of practical theories were past experiences of learning, personal traits and teaching situations. But, it must be remembered that different teachers'' practical theories were attributed to these three elements differently. Several recommendations were made for follow-up studies: (1) the construction of teachers'' practical theories should be considered in both preservice and inservice teacher programs, (2) larger samples of teachers should be studied and the duration of studies should be extended, (3) analysis of students'' achievement/performance in computer should be investigated, (4) are teachers'' practical theories content-specific or content-free?
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