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題名：國小教師課程意識與教學反省之個案研究--以語文教師為例
書刊名：初等教育學刊
作者：簡良平 引用關係
作者(外文)：Jian, Liang-ping
出版日期：2005
卷期：22
頁次：頁1-20
主題關鍵詞：教師課程意識；教師知識；Teachers' curriculum consciouness；Teachers' knowledge
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(0) 博士論文(4) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:19
  • 點閱點閱:38
本文以個案研究的方式，探討教師課程意識(curriculum consciousness)與教學反省的內涵，以發現教師課程知能及教學實踐的專業成長路徑。研究共進行四個月，透過每週四節的教學觀察，每二週訪談一次的方式，蒐集相關文件資料，歸納整理各項資料以敘說個案教師。研究結果發現，教師的課程意識始於界定「課程」及「課」的定義，課程內容的審視、批判、及補充，而後組織為教學可行的方案。課堂中學生學習反應是決定課程如何變通的決定依據，教師著重課程實踐的情境因素，轉化各種理論於實踐的過程亦然。課程的動態變化經由教師的教學檔案與教學反省記錄，得以覺知自己教學知識的本質來自於生命史。個案教師透過敘說的反省方式，形成一種研究自己的批判性思維，促使教師不斷地自我勉勵朝教育專業邁進。
The aim of this study was to explore an expert teacher's curriculum consciousness and teaching reflection. The method of case study was used. The researcher observed the teacher in the classroom four class hours a week for and interviewed her once every two weeks in the period of four months. The study intended to focus on language teaching and to narrate how the teacher thought about curriculum, practice that reflected on her teaching. The curriculum consciousness in defining the meaning between a curriculum and a lesson plan was different. The former was to decide what to teach in a school year, and the letter was to decide what to teach in a class hour. The teacher's knowledge about curriculum and instruction was: 1. to develop students' literacy in addition to the concepts of the language curriculum; 2. to guide students' thinking in cooperating with each other on worksheets; 3. to confirm that the nature of knowledge was dynamic and socially shaped. Her beliefs affected every decision-making on curriculum-instruction and formed the "rhythm" in every course. Finally, when the teacher told her stories about curriculum, teaching and students, she could develop her professional skills through the method of story telling.
期刊論文
1.Miller, J. L.(1992)。Shifting the boundaries: teachers challenge contemporary curriculum thought。Theory into Practice，31(3)，245-251。  new window
2.Connelly, F. M.、Clandinin, D. J.、He, M. F.(1997)。Teachers' person practical knowledge on the professional landscape。Teaching and Teacher Education，13(1)，665-674。  new window
3.Willinsky, J.(1989)。Getting personal and practical with personal practical knowledge。Curriculum Inquiry，19(3)，247-267。  new window
4.Van Driel, J. H.、Beijaard, D.、Verloop, N.(2001)。Professional development and research in science education: The role of teachers' practical knowledge。Journal of Research in Science Teaching，38(2)，137-158。  new window
5.Schwab, J. J.(1983)。The practical four: Something for curriculum professors to do。Curriculum Inquiry，13(3)，239-265。  new window
6.Mills, R. A.(1997)。Teachers' voices shaping transformation: A multiple case study of personal practical knowledge among middle level teachers。Research in Middle Level Education Quarterly，20(3)，57-84。  new window
7.Kelly, A. L.、Berthelsen, D. C.(1995)。Teachers coping with change: The stories of two preschool teachers。Journal of Australian Research in Early Childhood Education，1，62-70。  new window
8.Fang, Z.(1996)。A review of research on teacher beliefs and practice。Educational Research，35(1)，47-65。  new window
9.甯自強(19970900)。數學教學實踐知識課程的開發。國教學報，9，265-278。  延伸查詢new window
10.Schubert, W. H.(1992)。Practitioners Influence Curriculum Theory: Autobiographical Reflections。Theory Into Practice，31(3)，236-244。  new window
11.Lampert, M.(1985)。How do teachers manage to teach? Perspective on problems in practice。Harvard Educational Review，55(2)，178-194。  new window
12.Klein, M. F.(1992)。A perspective on the gap between curriculum theory and practice。Theory into practice，31(3)，191-197。  new window
13.Henderson, James G.(1992)。Curriculum Discourse and the Question of Empowerment。Theory into Practice，31(3)，204-209。  new window
14.Elbaz, F.(1991)。Research on teacher's knowledge: The evolution of a discourse。Journal of Curriculum Studies，23(1)，1-19。  new window
15.Ellsworth, E.(1989)。Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy。Harvard Educational Review，59(3)，297-324。  new window
16.Sears, J. T.(1992)。The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game。Theory Into Practice，31(3)，210-218。  new window
17.Husu, J.(2000)。How do teachers justify their practical knowledge? Conceptualizing general and relative justifications。Asia-Pacific Journal of Teacher Education & Development，3(1)，163-186。  new window
18.周淑卿(2003)。教師敘事與當代教師專業的開展。教育資料集刊，28，407-420。new window  延伸查詢new window
19.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
20.Black, A. L.、Halliwell, Gail(2000)。Accessing Practical Knowledge: How? Why?。Teaching and Teacher Education，16(1)，103-115。  new window
圖書
1.McCutcheon, G.(1992)。Teacher personal theorizing: Teacher personal theorizing and research on curriculum and teaching。New York：State University of New York Press。  new window
2.Connelly, F. M.、Clandinin, D. J.(1988)。Teachers as curriculum planners: Narratives of experiences。Teachers College Columbia University。  new window
3.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。Croom Helm。  new window
4.Cortazzi, M.(1993)。Narrative analysis。London：The Falmer Press。  new window
5.Elliott, John(1998)。The curriculum experiment: Meeting the challenge of social change。Open University Press。  new window
6.MacIntyre, Alasdair C.(1984)。After virtue: A study in moral theory。Notre Dame, Indiana：University of Notre Dame Press。  new window
7.Grundy, Shirley(1987)。Curriculum: Product or praxis?。The Falmer Press。  new window
8.Freire, Paulo、方永泉(2003)。受壓迫者教育學。臺北：巨流。  延伸查詢new window
9.Combleth, C.(1990)。Curriculum in context。Falmer Press。  new window
圖書論文
1.簡良平(2004)。不同課程取向中教師課程實踐角色的探討。課程與教學研究之發展與前瞻。台北：高等教育出版社。  延伸查詢new window
2.Connelly, F. M.、Clandinin, D. J.(1984)。Personal practical knowledge and modes of knowing: Ritual, personal philosophy and image。Teacher thinking: A new perspective on persisting problems in education。Lisse：Sets and Zeitlinger。  new window
 
 
 
 
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