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題名：案例討論與教學實作促進教學後設認知改變之研究
書刊名：師資培育與教師專業發展期刊
作者：劉佩雲 引用關係／沈羿成
作者(外文)：Liu, Pei-yun／Shen, Yi-cheng
出版日期：2013
卷期：6:2
頁次：頁21-44
主題關鍵詞：教學案例；教學後設認知
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(0) 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:33
  • 點閱點閱:38
本研究旨在探討教師透過數學教學案例討論與教學實作，對教師教學後設認知之影響。於國小進行個案研究，蒐集討論前後訪談、教學案例討論的錄影錄音、省思札記等質性資料進行內容分析。研究對象為五位五年級教師，研究程序為討論前教師訪談、教學案例討論、教學實作、實作後教師訪談。研究結果如下：參與教師在陳述性知識之教學內容與教學目標有所改變；能考慮教學表徵呈現先後次序，促進程序性知識發展；能融合學生特性與教學環境的條件性來調整教學程序，改變其條件性知識。在教學後設認知執行方面，參與教師能具體擬訂計畫以掌握學習概念與脈絡；教學過程敏銳監督檢測學生回饋，並據以反思、修正調整自己的教學。本研究根據研究結果提出建議，教學後設認知思考可為教學案例討論的主軸，而教學案例討論應結合教學實作，方能實質促進教師的教學專業成長。
This study aimed to explore the impacts of the discussions of mathematical teaching cases and practical teaching on teacher's metacognition. Individual case studies were conducted in an elementary school. Qualitative data such as the interviews before and after a teaching case, recordings of the case discussions, and the reflective journals were collected and analyzed. The subjects were five fifth-grade teachers. The procedure of the study was: pre-discussion interviews with the teachers, discussions of a study case, practical teachings, and post-teaching discussions. The research results are as follows. First, participating teachers had made some changes in their teaching of declarative knowledge and setting the teaching goals. Second, they were able to consider the order of instructional representation in teaching to promote the development of students' procedural knowledge. Third, these teachers could adjust their teaching programs after incorporating student characteristics into the teaching conditions and resulted in the alteration of students' conditional knowledge. In terms of teaching metacognition, the participating teachers were able to draft teaching plans to better represent the concept of learning contexts. During the teaching process, they could sensitively monitor students' feedback to further modify their own teaching. Based on the study results, few suggestions were made. The thinking of teaching metacognition may be converted into the center line in the discussion of teaching cases. Teaching case discussions could only promote professional development in teachers if they were integrated with practical teaching.
期刊論文
1.Balcikanli, C.(2011)。Metacognitive awareness inventory for teachers (MAIT。Education and Psychology，9(3)，1309-1332。  new window
2.Ben-David, A.、Orion, N.(2012)。Teacher' voice on integrating metacognition into science education。International Journalo f Science Education, iFirst Article，1-33。  new window
3.Jacob, J. E.、Paris, S. G.(1987)。Children metacognition about reading: Issues in definition, measurement, and instruction。Educational Psychologist，22，255-278。  new window
4.Kim, H.、Hannafin, M. J.(2008)。Grounded design and Web-enhanced, case-based reasoning。Educational Technology Research and Development，56-161。  new window
5.Pintrich, P. R.(2002)。The role of metacognitive knowledge in learning, teaching & assessing。Theory Into Practice，41，220-227。  new window
6.Smith, R. A.(2010)。Professor, use of case discussion leadership at Harvard and Darden MBA programs: Characteristics of a successful case discussion。Academy of Educational Leadership Journal，14(2)，13-32。  new window
7.Wilson, N. S.、Bai, H.(2010)。The relationships and impact of teachers' metacognitive knowledge and pedagogical understandings of metacognition。Metacognition and Learning，5(3)，269-288。  new window
8.Zohar, A.(2006)。The nature and development of teacher, metastrategic knowledge in the context of teaching higher order thinking。The Journal of Learning Science，75(3)，331-377。  new window
9.Rippin, A.、Booth, C.、Bowie, S.、Jordan, J.(2002)。A complex case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education。Teaching in Higher Education，7(4)，429-441。  new window
10.吳青蓉、張景媛(1997)。英語科專家/生手教師課堂教學之研究。師大學報，42，17-33。new window  延伸查詢new window
11.Heitzmann, R.(2008)。Case study instruction in teacher education: Opportunity to develop student's critical thinking, school smarts and decision making。Education，128(4)，523-542。  new window
12.Merseth, K. K.(1991)。The early history of case-based instruction: Insights for teacher education today。Journal of Teacher Education，42(4)，243-249。  new window
13.吳清山、林天佑(2002)。認知學徒制。教育研究月刊，99，148。  延伸查詢new window
14.Flavell, John H.(1979)。Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry。American Psychologist，34(10)，906-911。  new window
15.張新仁(19921200)。認知心理學對教學的影響。教育研究，28，13-32。new window  延伸查詢new window
16.Brown, John Seely、Collins, Allan、Duguid, Paul(1989)。Situated Cognition and the Culture of Learning。Educational Researcher，18(1)，32-42。  new window
17.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
18.Schraw, G.、Moshman, D.(1995)。Metacognitive theories。Educational Psychology Review，7(4)，351-371。  new window
會議論文
1.王千倖(1999)。案例教學法。新世紀中小學課程改革與創新教學學術研討會。國立高雄師範大學。325-333。  延伸查詢new window
2.劉佩雲、沈羿成(201209)。教學案例討論促進職前教師教學後設認知之研究。2012卓越教學學術研討會。佛光大學。  延伸查詢new window
3.Liu, P. Y.、Sheng, Y. C.、Wu, Y. J.(201210)。A teaching case of classroom management with the integration of teaching metacognition。The meeting of the Fourth Asia Conference on Education。Osaka, Japan。  new window
研究報告
1.柯志恩(2002)。課程統整情境中國小教師後設認知之分析與訓練--以低年級協同教學爲例(II)。臺北市。  延伸查詢new window
學位論文
1.陳玫芳(2008)。國文教學優異之國中教師知識管理與創意教學後設認知之個案研究(碩士論文)。國立政治大學。  延伸查詢new window
2.薛郁琪(2006)。音樂概念學習策略方案實施音樂教師後設認知教學歷程分析研究 －以「UbD課程設計」模式為內涵－(碩士論文)。國立臺南大學。  延伸查詢new window
圖書
1.吳靜吉、丁興祥、朱進財、王敬仁、張守泰(1988)。教導心理學研究。臺北市：遠流。  延伸查詢new window
2.沈羿成、劉佩雲(2011)。教學案例討論與實作提升教師教學能力之研究。案例教學與師資培育。臺北市：高等教育。new window  延伸查詢new window
3.劉佩雲、沈羿成(2011)。融入師資培育課程之教學案例撰寫與教學。案例教學與師資培育。臺北市：高等教育。  延伸查詢new window
4.Strauss, A.(1987)。Qualitative analysis for social sciences。Cambridge, UK：University of Cambridge Press。  new window
5.Shulman, J. H.(1992)。Case method in teacher education。New York, NY：Teachers College Press。  new window
6.吳英長(2007)。深入教學現場。臺東市：吳英長老師紀念文集編委會。  延伸查詢new window
7.Wassermann, Selma(1994)。Introduction to case method teaching: A guide to the galaxy。NY：Teachers College, Columbia University。  new window
8.Mayer, R. E.(2003)。Learning and Instruction。Merrill Prentice Hall。  new window
9.張民杰(2001)。案例教學法：理論與實務。五南圖書出版股份有限公司。  延伸查詢new window
10.Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。  new window
圖書論文
1.楊孝濚(1989)。內容分析。社會及行為科學研究法。臺北市：東華。  延伸查詢new window
2.Collins, A.、Brown, J. S.、Newman, S. E.(1987)。Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics。Learning, knowing, and instruction: Essays in honor of Robert Glaser。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
3.Richert, A. E.(1991)。Case methods and teacher education: Using case to teach teacher education。Issues and practices in inquiry-oriented teacher education。New York, NY：The Falmer Press。  new window
4.Shulman, L. S.(1986)。Paradigms and Research Programs in the Study of Teaching: A Contemporary Perspective。Handbook of Research on Teaching。New York, NY：Macmillan Publishing Company。  new window
5.Schraw, G.(2001)。Promoting general metacognitive awareness。Metacognition in learning and instruction: Theory, research and practice。Boston：Kluwer Academic Publishers。  new window
6.Flavell, J. H.(1976)。Metacognitive Aspects of Problem Solving。The Nature of Intelligence。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
7.Brown, A. L.(1987)。Metacognition, executive control, self-regulation, and other more mysterious mechanisms。Metacognition, Motivation, and Understanding。Lawrence Erlbaum Associates, Inc.。  new window
 
 
 
 
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