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題名:訊息提取練習模式的分科教學實習
書刊名:花蓮師院學報
作者:陳添球
作者(外文):Chen, Tien-chiu
出版日期:2000
卷期:11
頁次:頁83-114
主題關鍵詞:教育實習教學實習教學設計知識使用訊息處理PracticumTeaching practiceInstructional designKnowledge useInformation processing
原始連結:連回原系統網址new window
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     本研究所說的「訊息」是指「大學的學科訓練」(discipline),包括學科知識(subject-matter knowledge, SMK)、一般教育學知識(general pedagogical knowledge, GPK)等等,是一種「專業訊息、專業知識」,它包括「專業的」概念、命題、心像、線性規則和基模。「訊息提取練習」(information retrieval exercise, IRE)是要求實習教師在試教活動的各階段,要學習和練習適時辨認、尋找、提取(identify, locate, & retrieval )和使用相關的專業知識(概念、命題、心像、線性規則和基模)。 本研究的「分科教學實習」專指「分科試教」,並以語文科的「識字與寫字」的教學實習為例。「教育實習或教學實習」的目的是知識╱學理與實務「相互印證、相互聯結」,以熟練教學方法、嫻習教學技術。為達成此一目的,本研究採用行動研究法,在研究者擔任的「教育實習」和「國語課程與教學發展」課程中,前後發展並應用「參考文獻式的訊息提取練習」及「學科結合實習的訊息提取練習」,幫助實習教師提取和使用習得的知識。 「參考文獻式的訊息提取練習」是要求實習教師在寫「教學計畫」時,要提取與使用專業教育課程或相關專業「書籍」中的「知識」,要用APA(或其他種引文方式)的格式寫出「引文註」及「參考書目」,以佐證在計畫中使用了那些專業知識。「學科結合實習的訊息提取練習」是要求將「大學的學科訓練所習得的知識」提取和應用在教學實習中。研究者詳細用文字和繪圖說明「專業知識」在試教的「計畫、教學、省思、建構」各階段的運作情況。本研究的結果證明:以上兩種模式確實能夠幫助實習教師提取和使用習得的知識,達成知識╱學理與實務「相互印證、相互聯結」的目的。
     The " information " means the professional knowledge such as subject-matter knowledge, general pedagogical knowledge, pedagogical content knowledge. These kinds of knowledge represent such as professional concepts, prepositions, images, linear order, and schemas. The aims of this research is to guidance the student teachers to identify, locate, and retrieval the profession knowledge in the phases of teaching practice such as plan, teaching, reflection, and construction. The author used action research to guidance student teachers to use Information Retrieval Exercise in the elementary mandarin course' Teaching practice. The author inquiried "citation note & list reference " and "discipline knowledge for practice " the two models in student teaching to guidance student teachers to use what he/she learned. This research found this kind of exercise can reach the goal of the teaching practice such as comprehend, prove, and integrate the theory and practice. The author recommend that the professors of practicum ought to inspire student teacher use the professional concepts, prepositions, images, linear order, and schemas in the phases of teaching practice such as plan, teaching, reflection, and construction.
期刊論文
1.Sparks-Langer, G. M.、Simmons, J. M.、Pasch, M.、Colton, A.、Starko, A.(1990)。Reflective pedagogical thinking: How can we promote it and measure it?。Journal of Teacher Education,41(5),23-32。  new window
2.Shulman, Lee S.(1990)。Reconnecting foundations to the substance of teacher education。Teachers College Record,91(3),300-310。  new window
3.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modified conception。Journal of Teacher Education,41(3),3-11。  new window
4.Livingston, C.、Borko, H.(1989)。Expert-novice differences in teaching: A cognitive analysis and implications for teacher education。Journal of Teacher Education,40(4),36-42。  new window
5.Hyun, E.、Marshall, J. D.(1996)。Inquiry-oriented reflective supervision for developmentally and culturally appropriate practice。Journal of Curriculum,11(2),127-144。  new window
6.Cooley, N.、Hitch, F.(1993)。The role of dynamic models in education。Action in Teacher Education,15(1),22-28。  new window
7.Johnston, S.(1992)。Image: a way of understanding the practical knowledge of student teachers。Teaching & Teacher Education,8(2),123-136。  new window
8.Roth, R. A.(1992)。Dichotomous paradigms for teacher education: T rise or fall of the empire。Action in teacher education,14(1),1-9。  new window
9.Ormrod, J. E.、Cole, D. B.(1996)。Teaching content knowledge and pedagogical content knowledge: A model from Ggeographic education。Journal of Teacher Education,47(1),37-42。  new window
10.O'Brien, E. M.、Hart, S. J.(1999)。Action learning: the link between academia and industry。Educational Research,41(1),77-89。  new window
11.Moore, C. A.、Kinach, B. M.(1992)。Teacher education: An interdisciplinary model for liking the liberal arts and the profession。Action in Teacher Education,14(1),26-34。  new window
12.Soltis, J. F.(1990)。A reconceptualization of educational foundations。Teachers College Record,91(3),311-321。  new window
13.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。  new window
14.Farnham-Diggory, S.(1994)。Paradigms of knowledge and instruction。Review of Educational Research,64(3),463-477。  new window
研究報告
1.饒見維(1992)。師範學院教育實習的理論模式與實施之研究。花蓮師院。  延伸查詢new window
圖書
1.Cohen, L.、Manion, L.(1992)。A guide to teaching practice。London:Routledge。  new window
2.鄭昭明(1994)。認知心理學。台北:桂冠圖書。  延伸查詢new window
3.趙起陽(1989)。國小教育實習。台北:五南圖書。  延伸查詢new window
4.張春興(1989)。張氏心理學辭典。台北:東華書局。  延伸查詢new window
5.Anderson, J. R.(1985)。Cognitive psychology and its implications。New York:Freeman & Co.。  new window
6.教育實習手冊編輯小組(1985)。教育實習手冊。台北:國立台灣師範大學學生實習指導委員會。  延伸查詢new window
7.國立編譯館(1989)。教育實習。台北:正中。  延伸查詢new window
8.Gredler, Margaret E.、吳幸宜(1994)。學習理論與教學應用。臺北:心理。  延伸查詢new window
9.Gagne, Ellen D.、Yekovich, Frank R.、Yekovich, Carol Walker(1993)。The Cognitive Psychology of School Learning。New York, NY:Harper Collins College:Addison Wesley Longman。  new window
單篇論文
1.Cochran, K. F.(1991)。Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation(ED 340683)。  new window
2.Lange, J. D.,Burroughs-Lange, S. G.(1994)。Intensifying the Professional Learning of Student Teachers: A Collaborative Process(ED 375095)。  new window
3.Marks, R.(1991)。When Should Teachers Learn Pedagogical Content Knowledge?(ED 335338)。  new window
圖書論文
1.德懷思(1992)。概念。西洋哲學辭典。台北:華香園。  延伸查詢new window
2.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。"150 Different Ways" of Knowing: Representations of Knowledge in Teaching。Exploring Teachers' Thinking。Cassell。  new window
3.謝寶梅(1998)。教育實習的基本認識。教育實習。台北:五南。  延伸查詢new window
4.Clark, C.、Peterson, P.(1986)。Teacher' thought processes。Handbook of research on teaching。New York:Macmillan。  new window
5.Barnes, H.(1989)。Structuring Knowledge for Beginning Teacher. Knowledge Base for the Beginning Teacher。Knowledge Base for the Beginning Teacher。Pergmon Press。  new window
6.Au, K. H.(1990)。Changes in a teacher's views of interactive comprehension instruction。Vogotsky and education: Instructional implications and applications of sociohistorical psychology。NY:Cambridge University Press。  new window
7.Dewey(1965)。The relation of theory to practice in education。Teacher education in America--A documentary history。NY:Teachers College Press。  new window
8.Tom, A. R.、Valli, L.(1990)。Professional knowledge for teachers。Handbook of research on teacher education: A project of the Association of Teacher Educators。N. Y.:Macmillan。  new window
 
 
 
 
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