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題名:合作式行動研究對國中自然與生活科技教師教學信念的影響之研究
作者:楊巽斐
作者(外文):Hsunfei Yang
校院名稱:國立彰化師範大學
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:2005
主題關鍵詞:教學信念凱利方格技術合作式行動研究學校本位Teaching BeliefsKelly Repertory Grid TechniqueCollaborative Action ResearchSchool-based
原始連結:連回原系統網址new window
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摘 要
本研究旨在探討參與以學校本位的合作式行動研究,對科學教師之教學信念及教學實務的影響。為能深入瞭解科學教師的教學信念及其改變,本研究採用凱利方格技術(Kelly Repertory Grid Technique),對四位科學教師在參與行動研究之前後,進行深入的晤談。此外,在四位教師從事行動研究期間,為詳細探討教師之教學信念與其教學實務的關係,研究者亦透過四位教師所參與之領域會議與研究小組會議、課室觀察、及非結構性晤談以收集相關影音資料,並將其轉成逐字稿,輔以相關文件資料(包括:教師擬定的行動研究計畫、設計的研究工具、撰寫的反省札記,及學生的作業、評量結果等),以恆常比較法進行分析後,獲得四項主要發現:
一、由凱利方格技術晤談科學教師的教學信念,發現科學教師主要的教學信念如下:(1)以協助學生精熟課程內容為教學目標;(2)採以教師為中心的教學策略;(3)認為學生的學習動機與專注程度是良好學習的必備條件;(4)以學生在上課的反應與紙筆測驗結果作為教學評量的依據;(5)應營造師生互動良好的學習環境;(6)教材內容應與生活有關;(7)認為教師是科學知識的傳遞者;(8)升學壓力為多數教師所感受到的教學限制。
二、比較科學教師在行動研究前後,其信念改變有下述的現象:
(1)核心信念改變導致邊緣信念也隨之改變,信念系統改變的幅度較大;(2)核心信念未改變,僅邊緣信念小幅改變。
三、導致教師信念改變的因素有下列幾項:
(1)教學實務因素;(2)學生的反應;(3)教師所感受的限制因素;(4)教師同儕的討論;(5)求學經驗。
四、教師可經由行動研究的機會,針對其理想教學信念與其教學實務間之落差,進行評估與反省,從而改變其教學信念或更強化自己所堅信的信念。
ABSTRACT
The purpose of this study was to explore the change of four junior high science teachers’ teaching beliefs and practices according to their experiences in conducting school-based collaborative action research with college professors and graduate students. Kelly Repertory Grid Technique was adopted to probe participant teachers’ teaching beliefs at both the beginning and the end of their action research. In addition, qualitative research method was used to collect and analyze data, whose resources were mainly from school-based professional development conferences, group members’ regular weekly meetings, classroom observations, constant interviews before and after participant teachers’ classroom teaching, and relevant documents. Four major findings were concluded from this study:
I. Through Kelly Repertory Grid Technique, participant science teachers’ main beliefs could be grouped into eight categories:
1. The main goal of science teaching was to help students learn the content of textbooks.
2. Teacher-centered didactics was an effective teaching strategy.
3. Students would perform better with intense concentration and higher motivation.
4. Teachers could assess students’ understanding by both students’ responses in classrooms and the results of students’ pencil-papered tests.
5. Teachers should establish highly interactive learning environments.
6. The materials of science teaching should have relevance to students’ everyday experience.
7. Teachers should play the role in transmitting scientific knowledge to their students.
8. The main constraint of science teaching came from the Nation-wide entrance examination.
II. Upon science teachers having carried out the action research, the changes of teaching beliefs were:
1. Changes in teachers’ core beliefs not only cause changes in their peripheral beliefs, but also impact their belief systems.
2. Although teachers’ core beliefs were hardly changed, their peripheral beliefs appear to change slightly and more frequently.
III. Teachers’ teaching beliefs might change according to the following factors:
1. Teaching experience and practices.
2. Students’ responses.
3. Teaching constraints perceived by teachers.
4. Group discussion.
5. Past learning experience.
IV. Science teachers’ participation in action research offered them opportunities to examine the gap between their teaching beliefs and their actual teaching practice. It allowed them to reflect on their teaching beliefs and possibly altered their teaching beliefs or reinforced the beliefs to which have been adhered.
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