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題名：教師課程意識與教學實踐模式之建構--以英語科為例
書刊名：課程與教學
作者：龔心怡 引用關係／林素卿 引用關係
作者(外文)：Kung, Hsin-yi／Lin, Su-ching
出版日期：2009
卷期：12:1
頁次：頁99-124
主題關鍵詞：課程意識；教學實踐；結構方程模式；Curricular consciousness；Pedagogical praxis；Structural equation modeling
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(3) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:286
  • 點閱點閱:59
本研究旨在透過模式建構檢驗課程意識與教學實踐兩者之關係。以495位英語教師為問卷調查對象，研究結果如下：（一）專業知識覺知可由內容知識覺知、教學信念覺知、溝通式教學覺知、學生覺知、教學知識覺知等五項測量指標呈現，其中以教學信念覺知的因素負荷量最高。（二）教學實踐可由教學策略、教學評量與回饋、教學內容三項測量指標呈現，其中以教學評量與回饋的因素負荷量最高。（三）課程意識包含環境覺知與自我覺知兩項測量指標，及專業知識覺知一個潛在變項；其中以專業知識覺知的因素負荷量最高。（四）課程意識與教學實踐兩者呈現正相關。根據研究發現，本研究提出三項建議，以強化課程意識，提升教學實踐成效。並對未來研究提出兩項建議。
The main purpose of the study was to use a structural model to explore the relationships between curricular consciousness and pedagogical praxis of junior high school English teachers. Using questionnaires to speak to 495 teachers in central Taiwan, data was analyzed by structural equation modeling. The results of this study include: first, first-order latent factor "professional knowledge awareness" can be effectively composed of content knowledge awareness, teaching belief awareness, communicated teaching awareness, student awareness, and teaching knowledge awareness. The teacher belief awareness has the highest factor loading. Secondly, first-order latent factor "pedagogical praxis" can be effectively composed of teaching content, teaching strategy, and teaching assessment and feedback. The teaching assessment and feedback has the highest factor loading. Thirdly, second-order latent factor "curricular consciousness" can be effectively composed of two observed variables: environment awareness and self awareness, and one first-order latent factor: professional knowledge awareness. The professional knowledge awareness has the highest factor loading. Fourth, the correlation between curricular consciousness and pedagogical praxis is significantly positive. The suggestions for facilitating curricular consciousness and pedagogical praxis, and the further research are also included.
期刊論文
1.Remillard, J. T.(2000)。Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text。Elementary School Journal，100(4)，331-350。  new window
2.Koutsoulis, M. K.、Campbell, J. R.(2001)。Family Processes Affect Students' Motivation, and Science and Math Achievement in Cypriot High Schools。Structural Equation Modeling，8(1)，108-127。  new window
3.Connelly, F. M.、Clandinin, D. J.(1988)。Rhythms in teaching: The narrative study of teachers' personal practical knowledge of classrooms。Teaching and Teacher Education，2(4)，377-387。  new window
4.甄曉蘭(20030300)。教師的課程意識與教學實踐。教育研究集刊，49(1)，63-94。new window  延伸查詢new window
5.Borg, Simon(2003)。Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do。Language Teaching，36(2)，81-109。  new window
6.李奉儒(20030900)。P. Freire的批判教學論對於教師實踐教育改革的啟示。教育研究集刊，49(3)，1-30。new window  延伸查詢new window
7.Rubio, Doris McGartland、Berg-Weger, Maria、Tebb, Susan S.(2001)。Using structural equation modeling to test for multidimensionality。Structural Equation Modeling: A Multidisciplinary Journal，8(4)，613-626。  new window
8.Cochran, K. F.、DeRuiter, J. A.、King, R. A.(1993)。Pedagogical content knowing: An integrative model for teacher preparation。Journal of Teacher Education，44(4)，263-272。  new window
9.Bagozzi, Richard P.、Yi, Youjae(1988)。On the Evaluation of Structural Equation Models。Journal of the Academy of Marketing Science，16(1)，74-94。  new window
10.Tillema, H. H.(2000)。Belief Change towards Self-directed Learning in Student Teachers: Immersion in Practice or Reflection in Action。Teaching and Teacher Education，16，575-591。  new window
研究報告
1.張樹倫、翁國盈、陳伯璋(2003)。國中教師課程意識與教學實踐之研究－以社會領域教師為例（I）。  延伸查詢new window
2.黃純敏、程玉秀、林秀珍(2004)。國中教師課程意識與教學實踐之研究－以英文教師為例（I）。  延伸查詢new window
3.甄曉蘭、陳伯璋、揚智巧(2003)。國中人文社會領域教師自我效能、教學承認與教學實踐及其線性結構關係模式之研究－總計畫（I）。  延伸查詢new window
4.潘麗珠、王秀玲、李玉馨、康瀚文、連育仁、許力仁(2004)。國中教師課程意識與教學實踐之研究－以國文教師為例（II）。  延伸查詢new window
學位論文
1.潘義祥(2004)。國民小學健康與體育學習領域教師自我效能、教學承諾與教學實踐及其線性結構關係模式之研究(博士論文)。國立體育學院，桃園縣。new window  延伸查詢new window
圖書
1.黃芳銘(2004)。結構方程式模式理論與應用。五南。  延伸查詢new window
2.Freire, P.、方永泉(2002)。受壓迫者教育學。臺北市：巨流。  延伸查詢new window
3.Grundy, S.(1987)。Curriculum: Product on Praxis。London：The Falmen Press。  new window
4.Raykov, T.、Marcoulides, G. A.(2000)。A first course on structural equation modeling。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
5.Schumacker, R. E.、Lomax, R. G.(2004)。A beginner's guide for structural equation modeling。Mahwah, NJ：Lawrence Erlbaum Associates。  new window
6.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
7.Freire, P.、Ramos, M. B.(1972)。Pedagogy of the oppressed。New York：Herder & Herder。  new window
8.歐用生(20030000)。課程典範再建構。高雄：麗文文化。new window  延伸查詢new window
9.甄曉蘭(20010000)。中小學課程改革與教學革新：學校課程發展與課程評鑑實務策略。臺北：元照。  延伸查詢new window
10.黃光雄、蔡清田(1999)。課程設計：理論與實際。臺北市：五南。  延伸查詢new window
11.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
12.余民寧(2006)。潛在變項模式：SIMPLIS的應用。高等教育。  延伸查詢new window
13.張光甫(2003)。教育哲學：中西哲學的觀點。台北市：雙葉書廊。new window  延伸查詢new window
14.Kline, R. B.(1998)。Principle and practice of structural equation modeling。New York, NY：Guilford Press。  new window
15.邱皓政(2003)。結構方程模式--LISREL的理論、技術與應用。雙葉書廊。  延伸查詢new window
16.Jöreskog, Karl G.、Sörbom, Dag(1993)。LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language。Scientific Software International。  new window
17.Giroux, Henry A.、Freire, Paulo、McLaren, Peter(1988)。Teachers as intellectuals: toward a critical pedagogy of learning。London：Bergin & Garvey。  new window
18.Kinght, G. F.(2005)。教育哲學導論。教育哲學導論。臺北。  延伸查詢new window
19.Calderhead, J.(1984)。Teachers' Classroom Decision-making。Teachers' Classroom Decision-making。London, UK。  new window
其他
1.Heaney, T.(1989)。Issues in Freirean Pedagogy。  new window
圖書論文
1.Greene, Maxine(1974)。Cognition, consciousness, and curriculum。Heighten consciousness, culture revolution, and curriculum theory。Berkeley, CA：Mccutchan。  new window
 
 
 
 
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