臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：國小教師國語教學信念及相關因素之調查研究
書刊名：教育研究集刊
作者：黃繼仁 引用關係／周立勳／甄曉蘭 引用關係
作者(外文)：Huang, Chi-jen／Chou, Li-hsiun／Chen, Hsiao-lan
出版日期：2001
卷期：47
頁次：頁107-132
主題關鍵詞：建構主義；教師語文教學信念；國小國語教學；Constructivism；Teachers' beliefs of teaching language arts；Teaching of mandarian Chinese at elementary school
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(17) 博士論文(9) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:16
  • 共同引用共同引用:153
  • 點閱點閱:56
近年來，教育實踐深受建構教學理念的影響，數學與科學領域外，語文教學之發展亦有從傳統行為論逐漸轉向建構論的趨勢；有鑒於課程與教學的革新中，教師教學背後隱含的信念甚為關键，為了解當前國小教師國語教學信念的實際情況，本研究藉由相關文獻的探討，比較建構教學觀與傳統教學觀的主要差異，據以編製問卷，對雲嘉三縣市113所國小855人進行調查，以反映教師在國語教學信念偏向，並進一步分析不同背景教師在國語科教學信念上的差異，以及與教學實務之關聯。調查結果顯示，國語教學信念的內涵可反映出「過程導向」與「教科書中心」兩個因素；整體上，當前國小教師之教學信念雖然偏向建構教學觀，但大多數教師仍存在著依賴教科書的現象；其中，教師因不同性別、年齡、教學年資及國語的學年資在個別信念因素上的反映有顯著差異。最後，國小教師之國語教學信念愈偏向建構教學觀，在國語教學實務上愈偏向強調學生經驗與興趣的連結，以及注重意義產生的統整過程教學。
Recently, educational practices have been influenced by the constructivist perspectives, not only in science and mathematics but also in language arts. Facing the impact of curricular and instructional reform, teachers’ beliefs behind their pedagogical practices play an important role. The purpose of this study was to investigate elementary teachers’ beliefs about teaching language arts through a questionnaire survey among 855 teachers from 113 elementary schools in the Chiayi-Yunlin area. The results show that most elementary school teachers’ beliefs about teaching language arts tend to reflect constructivist points of views. However, their teaching styles are more or less still textbook-driven. In general, differences of grade, age, school location, or workshop experience, except gender, make no significant differences on teachers’ beliefs about teaching language arts. In addition there are two factors of teachers’ beliefs of teaching language arts. They are “process-oriented teaching” and “textbook-driven instruction”. In terms of individual factor of beliefs, there are significant differences among gender, age, experience of teaching and of teaching language arts. When a teacher’s belief of teaching language arts tends toward constructivist views, this teacher prefers to provide opportunities for language arts learning out of children’s experiences and interests, and emphasizes the integrated processes of meaning-making in language arts instruction.
期刊論文
1.Altwerger, B.、Edelsky, C.、Flores, B.(1987)。Whole-language: what's new?。The Reading Teacher，41(2)，144-154。  new window
2.Watts, M.、Bentley, D.(1991)。Constructivism in the curriculum: Can we close the gap between the strong theoretical version and the weak version of theory-in- practice?。The Curriculum Journal，2(2)，171-182。  new window
3.DeFord, D. E.(1985)。Validating the construct of theoretical orientation in reading instruction。Reading Research Quarterly，20(3)，351-367。  new window
4.趙涵華(19940600)。整體語言教育--理論、研究、特質、及問題。臺北市立師範學院學報，25，389-402。  延伸查詢new window
5.Katz, S.(2000)。Competency, epistemology and pedagogy: curriculum's holy trinity。The Curriculum Journal，11(2)，133-144。  new window
6.Morrison, T. G.、Wilcox, B.、Madrigal, J. L.、McEwan, B.(1997)。Development of teachers' theoretical orientations toward reading and pupil control ideology。Reading Research and Instruction，36(2)，141-156。  new window
7.Reutzel, D. R.、Sabey, B.(1996)。Teacher beliefs and children's concepts about reading: are they related?。Reading Research and Instruction，35(4)，323-342。  new window
8.Saunders, W.、Goldenberg, C.(1996)。Four primary teachers work to define constructivism and teacher-directed learning: implications for teacher assessment。The Elementary School Journal，97(2)，139-161。  new window
會議論文
1.陳伯璋(1999)。九年一貫課程的理念與理論分析。邁向課程新紀元--九年一貫課程研討會，國立台北師院、中華民國教材研究發展學會 。中華民國教材研究發展學會。10-18。  延伸查詢new window
2.何三本(1999)。九年一貫語文教材之編選與教學之設計。沒有紀錄。23-38。  延伸查詢new window
3.甄曉蘭(1997)。應用建構教學理念於教育專業課程之發展初探。沒有紀錄。80-98。  延伸查詢new window
4.鄭博真(1999)。臺灣地區寫作及其教學研究的回顧與展望。沒有紀錄。69-86。  延伸查詢new window
研究報告
1.甄曉蘭、周立勳(2000)。從學科觀點探究建構教學理念於國小各科教學之應用--以國語科教學為例 (計畫編號：NSC892413H003034)。  延伸查詢new window
2.甄曉蘭、周立勳(1998)。從學科觀點探究建構教學理念於國小各科教學之應用--以數學科教學為例 (計畫編號：NSC 87AFAOAK0050002)。  延伸查詢new window
3.甄曉蘭、周立勳(1999)。從學科觀點探究建構教學理念於國小各科教學之應用--以自然科教學為例 (計畫編號：NSC892413H003034)。  延伸查詢new window
4.沈添鉦、黃秀文、黃繼仁(1998)。小學高年級學童在全語課程中的寫作發展 (計畫編號：NSC-87-2411-H-023-002)。  延伸查詢new window
5.歐陽教、陳滿銘、李琪明(1999)。我國中小學國語文基本學力指標系統規劃研究。  延伸查詢new window
6.沈添鉦(1997)。全語教學在小學的實施成效，困難與策略之研究。沒有紀錄。  延伸查詢new window
學位論文
1.林進材(1996)。國民小學教師教學思考之研究(博士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
2.黃繼仁(1997)。美國小學全語言教學之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.藍雪瑛(1995)。我國國民中學國文教師教學信念及形成因素之研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
4.劉威德(1999)。教師教學信念系統之分析及其與教學行為關係之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Short, K. G.、Harste, J. C.、Burke, C. L.(1988)。Creating classrooms for authors: The reading-writing connection。Portsmouth, New Hampshire：Heinemann。  new window
2.吳敏而(1994)。由中英文閱讀策略的比較看中文閱讀教學。國民小學國語科教材教法硏究。  延伸查詢new window
3.De Carlo, J. E.(1995)。Perspectives in whole language。Allyn and Bacon。  new window
4.謝寶梅(1996)。專家教師與實習教師的教學思考及教學行動之比較研究。台北市：五南出版社。  延伸查詢new window
5.杜淑貞(1986)。國小作文教學探究。臺北市：臺灣學生書局。  延伸查詢new window
6.Smith, F.(1982)。Understanding Reading。New York：Holt, Rineharand Winston。  new window
7.Dixon-Krauss, L.(1996)。Vygotsky in the classroom: mediated literacy instruction and assessment。White Plains, New York：Longman。  new window
8.Weaver, C.(1990)。Understanding whole language: From principles to practice。Portsmouth：Heinemann Educational Books。  new window
9.Goodman, K. S.(1986)。What's Whole in Whole Language?: A Parent/Teacher Guide to Children's Learning。Portsmouth, NH：Heinemann Educational Books, Inc.。  new window
10.Harste, Jerome C.、Woodward, Virginia A.、Burke, Carolyn L.(1984)。Language Stories & Literacy Lessons。Portsmouth, NH：Heinemann Educational Books Inc.。  new window
11.Fosnot, C. T.(1996)。Constructivism : Theory, perspectives, and practice。New York：Teacher College, Columbia University。  new window
12.Heald-Taylor, G.(1989)。The administrator's guide to whole language。Katonah, NY：Richard C. Owen Publishers, Inc.。  new window
13.陳弘昌(1999)。國小語文科教學研究。臺北：五南圖書出版股份有限公司。  延伸查詢new window
14.張新仁(1992)。寫作教學研究--認知心理學取向。高雄：復文圖書有限公司。  延伸查詢new window
15.Clandinin, D. J.(1986)。Classroom practice: Teacher images in action。Falmer Press。  new window
16.黃政傑(19970000)。課程改革的理念與實踐。臺北：漢文。new window  延伸查詢new window
17.Vygotsky, Lev S.(1962)。Thought and language。Massachusetts Institute of Technology Press。  new window
18.Adams, M. J.(1994)。Phonics and beginning reading instruction。Reading, language, and literacy: instruction for the twenty-first century。New Jersey。  new window
19.Jackson, P. W.(1986)。The Practice of teaching。The Practice of teaching。New York, NY。  new window
20.古國順(1989)。當前國語文教育的檢討和改進。國語文教學研究。臺北。  延伸查詢new window
21.張新仁(1996)。過程導向的作文教學策略。國語科教學法。臺北。  延伸查詢new window
22.謝雲飛(1989)。如何發揮語文學習的功能。國語文教學研究。臺北。  延伸查詢new window
23.Anderson, E.(1992)。Reading the changes。Reading the changes。PA。  new window
24.Baynham, M.(1995)。Literacy practices: investigating literacy in social contexts。New York, NY。  new window
25.(1989)。Classroom and literacy。Classroom and literacy。N. J.。  new window
26.Calfee, R.、Drum, P.(1986)。Research on teaching reading。Handbook of research on teaching。N. Y.。  new window
27.Goodman, K. S.、Goodman, Y. M.(1977)。Learning about psycholinguistic process。Language and literacy: the selected writings of Kenneth S. Goodman, Vol. 1。Boston, MA。  new window
28.Manzo, A. V.、Manzo, U. C.(1995)。Teaching children to be literate。Teaching children to be literate。Orlando, USA。  new window
29.(1995)。Whole language across the curriculum: grades 1, 2, 3。Whole language across the curriculum: grades 1, 2, 3。N. Y.。  new window
30.Sapiro, J.(1991)。Research perspectives in whole language。Whole language: practice and theory。USA。  new window
31.Smith, F.(1983)。Essays into literacy: selected papers and some afterthoughts。Essays into literacy: selected papers and some afterthoughts。Portsmouth, NH。  new window
32.Strickland, K.(1995)。Literacy, not labels: celebrating student's strengths through whole language。Literacy, not labels: celebrating student's strengths through whole language。Portsmouth, NH。  new window
33.Weaver, C.、Gillmeister-Krause, L.、Vento-Zogby, G.(1996)。Creating support for effective literacy education。Creating support for effective literacy education。Portsmouth, NH。  new window
34.Williams, J. P.(1994)。Twenty years of research on reading: answers and questions。Reading, language, and literacy: instruction for the twenty-first century。New Jersey。  new window
35.Wood, M.(1994)。Essentials of Classroom Teaching: Elementary Language Arts。Essentials of Classroom Teaching: Elementary Language Arts。Massachusetts。  new window
單篇論文
1.Grisham, D. L.(1993)。The integrated language arts: curriculum enactments in whole language and traditional fourth grade classrooms(No. ED 359 495)。  new window
其他
1.教育部(1999)。教育統計資料：國民小學概況，0。  延伸查詢new window
2.Rueda, R.，Goldenerg, C.，Gallimore, R.(1992)。Rating instructional conversations: A guide，0。  new window
3.Ediger, M.(1991)。Reading: skills versus ideas，0。  new window
4.Grisham, D.(1992)。Teacher epistemology and practice: enactments in the elementary language arts classroom，0。  new window
5.Oldfather, P.，Dahl, K.(1995)。Toward a social constructivist econceptualization of intrinsic motivation for literacy learning，0。  new window
圖書論文
1.Cobb, P.(1996)。Where is the mind? A coordination of sociocultural and cognitive constructivist perspectives。Constructivism: Theory, perspectives, and practices。New York：Teachers College Press。  new window
2.Gould, J. S.(1996)。A constructivist perspective on teaching and learning in the language arts。Constructivism: Theory, perspectives, and practices。New York：Teachers College Press。  new window
3.甄曉蘭、鍾靜(1999)。從知識論的辯證談課程發展問題--以台灣課程改革為例。教育科學的國際化與本土化。台北：揚智。  延伸查詢new window
4.歐用生(1999)。從「課程統整」概念評九年一貫課程。新世紀的學校。臺北：臺灣書店。new window  延伸查詢new window
5.甄曉蘭、曾志華(2002)。建構教學理念的興起與應用。建構論：理論基礎與教育應用。臺北：正中。new window  延伸查詢new window
6.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：744（臺灣：736，外國：8） ／ 本年度總使用人次：2000451 ／ 訪客人次（自102年09月）：67800683
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上