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題名：英語科專家/生手教師課堂教學之研究
書刊名：師大學報. 教育類
作者：吳青蓉 引用關係／張景媛 引用關係
作者(外文)：Wu, Ching-jung／Chang, Ching-yung
出版日期：1997
卷期：42
頁次：頁17-33
主題關鍵詞：專家教師；生手教師；教學歷程；Expert teachers；Novice teachers；Teaching processes
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(15) 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:14
  • 共同引用共同引用:28
  • 點閱點閱:54
　　　　　本研究旨在分析英語科專家╱生手教師在課堂教學歷程上的差異。本研究採「教 育俗民誌」的研究方法，以 2 位專家教師與 2 位生手教師為對象，針對其課堂教學歷程進 行一學期的觀察研究，將所得資料從教師教導學生認知學習、提昇學生學習動機、指導學生 技能學習、及教師本身教學效能等方面來進行分析。茲歸納本研究之主要發現，作成結論如 下：一、在教導認知學習方面：專家教師比較能依教學情境的需要適時調整教學；但是生手 教師教學上較缺乏變化與彈性。二、在提昇學生動機信念方面：專家教師採鼓勵方式來激發 學生的學習動機及學習意願；但是生手教師，運用較多的口頭警告與責備，來提醒學生專心 於學習。三、在指導學生技能方面：專家教師會設法培養學生在聽、說、讀、寫各方面簡單 的語文能力；生手教師，以考試教學為主，在學生溝通、會話和用語能力的培養上較少。四 、在教師效能方面：專家教師對於自己的教學較有自信；但是生手教師多以學生的成績表現 來衡量自己的教學。
　　　　　The purpose of this study was to analyze the differences between expert and novice teachers in their teaching processes. In order to accomplish this purpose, the study was to observe the teaching process in a semester with the use of ethnography method. The subjects contained 2 expert teachers and 2 novice teachers. The data collected were analyzed from four aspects: the cognitive domain, the affective domain, the psychomotor domain, and teacher's efficacy. The major findings were summarized as follows: 1.The Cognitive Domain: the result from the qualitative analysis of the teaching process indicated that the expert teachers could properly adjust their teaching to fit the need of the teaching situation; but the novice teachers lacked whole conceptions about teaching and their teaching was less various and less elastic. 2. The Affective Domain: the result showed that the expert teachers could arouse students' learning motivation and learning spirit in an encouraging way; but the novice teachers used more verbal warning and rebuke to remind the students to concentrate their attention on what they are learning. 3. The Psychomotor Domain: the result indicated that the expert teacher could cultivate students' basic language ability in listening, speaking, reading, and writing; the novice teachers focused on test-teaching, and did less to develop the students' communicative ability. 4. The Teacher's Efficacy: the result showed that the expert teachers were more confident of their teaching; but the novice teachers judged their teaching effects by the scores of the students in test.
期刊論文
1.Livingston, Carol、Borko, Hilda(1989)。Expert-novice differences in teaching: A cognitive analysis and implications for teacher education。Journal of Teacher Education，40(4)，36-42。  new window
2.Leinhardt, G.、Greeno, J.(1986)。The cognitive skill of teaching。Journal of Educational Psychology，78(2)，75-95。  new window
3.Pressley, M.、Woloshyn, V.、Lysynchuk, L. M.、Martin, V.、Wood, E.、Willoughby, T.(1990)。A primer of research on cognitive strategy instruction: The important issues and how to address them。Educational Psychology Review，2(1)，1-58。  new window
4.游淑燕(19931100)。專家與生手教學表現之比較研究及其對師範教育課程與教學的啟示。嘉義師院學報，7，207-241。  延伸查詢new window
5.黃燦遂(19890200)。語言測驗與教學。中等教育，40(1)，5-7。new window  延伸查詢new window
6.歐用生(1987)。俗民誌及其在教學研究上的意義。現代教育，2(3)，34-63。  延伸查詢new window
7.Craven, R. G.、Marsh, H. W.、Debus, R. L.(1991)。Effects of internally focused feedback and attribuational feedback on enchancement of academic self-concept。Journal of Educational Psychology，83，17-27。  new window
8.Carter, K.、Cushing, K.、Sabers, D.、Stein, P.、Berliner, D.(1989)。Processing and using information about student: A study of expert, novice, and postulant teacher。Teaching and Teacher Education，5，121-152。  new window
9.Glaser, R.(1982)。Instructional Psychology: Past, Present, and Future。American Psychologist，37(3)，292-305。  new window
10.Housner, L. D.、Griffey, D. C.(1985)。Teacher cognition: Differences in planning and interactive decision making between expert teachers and inexperienced teachers。Research Quarterly for Exercise and Sport，56(1)，45-53。  new window
11.Leinhardt, Gaea(1983)。Novice and expert knowledge of individual's achievement。Educatiional Psychologist，18(3)，165-179。  new window
12.Leinhardt, G.、Weidman, C.、Hammond, K. M.(1987)。Introduction to the integration of classroom routines by expert teachers。Curriculum Inquiry，17(2)，135-176。  new window
13.Schlechty, P.、Vance, V.(1983)。Recruitment, selection and retention: The shape of the teaching force。Elementary School Journal，83，469-487。  new window
14.Schunk, D. H.(1986)。Verbalization and children's selfregulated learning。Contemporary Educational Psychology，11，347-377。  new window
15.Tochon, F.、Munby, H.(1993)。Novice and expert teachers' time epistemology: A wave function from didactics to pedagogy。Teaching and Teacher Education，9(2)，205-218。  new window
16.孫志麟(19920100)。教師自我效能的基本概念及其研究取向。現代教育，7(1)=25，103-113。  延伸查詢new window
17.郭生玉(19730600)。國中低成就學生心理特質之分析研究。國立臺灣師範大學教育研究所集刊，15，左451-534。  延伸查詢new window
會議論文
1.Berliner, D. C.(1988)。The development of expertise in pedagogy。Annual meeting of the American Association of College for Teacher Education，(會議日期: 1988/02/17-02/20)。New Orleans, LA。  new window
2.孫敏芝(1988)。教室俗民誌的初步探討與反省。質的探討在教育研究上的應用學術研討會。屏東：省立屏東師範學院。23-39。  延伸查詢new window
3.林清山(1995)。教學心理學研究的新趨勢。「師資培育的理論與實務」學術研討會。國立台灣師範大學教育研究中心。  延伸查詢new window
4.沈毓敏、楊育芬(1996)。第一外語習得過程之研究：以一位國中低成就學生為例。認知與學習專題研究計畫成果與學術研討會。國立中正大學認知科學研究中心。  延伸查詢new window
5.Calderhead, J.(1983)。Research into teachers' and student teachers' cognition: Exploring the nature of classroom practice。Annual Meeting of the American Educational Research Association。Montreal。  new window
6.Leinhardt, Gaea(1983)。Overview of a program of research on teachers' and students' Routines, Thoughts and Execution of Plans。Annual meeting of American Educational Research Associate。Montreal。  new window
學位論文
1.張寶珠(1992)。後設認知訓練團體對國中英語低閱讀能力學生之輔導效果研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.孫志麟(1991)。國民小學教師自我效能及其相關因素之研究(碩士論文)。國立政治大學。  延伸查詢new window
3.孫敏芝(1985)。教師期望與師生交互作用：一個國小教室的觀察(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.Orlich, D. C.、Harder, R. J.、Callahan, R. C.、Kauchak, D. P.、Pendergrass, R. A.、Keogh, A. J.、Gibson, H.(1990)。Teaching strategies。Washington DC：Heath and Company。  new window
2.Oller, John W.、Perkins, Kyle(1980)。Research in Language Testing。Newbury House。  new window
3.Ryan, K.、Newman, K.、Mager, G.、Applegate, J.、Lasley, T.、Flora, R.、Johnston, J.(1980)。Biting the apple: Accounts of first-year teachers。New York：Longman。  new window
4.李咏吟(1992)。教學原理。臺北市：遠流出版社。  延伸查詢new window
5.施冠慨(1993)。初任教師的輔導。台北市：五南出版社。  延伸查詢new window
6.高敬文(1988)。「質的研究派典」之理論分析與實際運用。屏東師範學院。new window  延伸查詢new window
7.黃自來(1993)。應用語言學與英語教學。台北市：文鶴出版社。  延伸查詢new window
8.黃自來(1990)。英語教學新象。台北市：文鶴出版社。  延伸查詢new window
9.Driscoll, M. P.(1994)。Psychologe of Learning for Instruction。Boston：Allyn and Bacon。  new window
10.Goetz, E. T.、Alexander, P. A.、Ash, M. J.(1992)。Educational Psychology: A classroom perspective。New York：American Books。  new window
11.Heaton, J. B.(1990)。Writing English Language Tests。London：Longman Group UK Limited。  new window
12.Hayes, J.(1981)。The Complete Problem Solver。Philadelphia：Franklin Institute Press。  new window
13.Harris, D.(1969)。Testing English Language Tests。London：Longman Group Ltd。  new window
14.Kounin, J. S.(1970)。Discipline and group management in classrooms。New York：Holt, Rinehart & Winston。  new window
15.Lindlof, T. R.(1995)。Qualitative communication research methods。Thousand Oaks：SAGE Publications。  new window
16.Bruner, J. S.(1966)。Toward a theory of instruction。New York：Norton。  new window
17.Brophy, J. E.、Evertson, C.(1977)。Learning from teaching: A developmental perspective。Boston：Allyn & Bacon。  new window
18.歐用生(1992)。質的研究。臺北市：師大書苑有限公司。  延伸查詢new window
19.張玉成(1986)。教師發問技巧。臺北市：心理出版社。  延伸查詢new window
20.Gagné, E. D.(1985)。The Cognitive Psychology of School Learning。Boston：Little, Brown and Company。  new window
21.張春興(1994)。教育心理學。臺北市：東華書局。  延伸查詢new window
22.Patton, Michael Quinn、吳芝儀、李奉儒(1995)。質的評鑑與研究。桂冠圖書股份有限公司。  延伸查詢new window
單篇論文
1.Ashton, P.(1983)。A study of teachers' sense of efficacy Final report, executive summary，Gainesville：Florida University。(ED231883)。  new window
2.Ropo, Eero(1987)。Teachers' Conceptions of Teaching and Teaching Behavior: Some Differences between Expert and Novice Teachers(ED287824)。  new window
3.Hammrich, P. L.(1990)。Schema Differences among Expert and Novice Teachers in Reflection about Teaching(ED344837)。  new window
4.Kay, Mckinner(1986)。How the Experts Teach Math: Research in Brief，Washington, DC：Office of Educational Research and Improvement。(ED280681)。  new window
5.Westerman, D. A.(1991)。Teacher decision making by experts and novices across three stages: Practive, in teractive, and postactive(ED330658)。  new window
6.Tochon, F.(1990)。Novice/expert teachers' time epistemology(ED319717)。  new window
7.Ashton, P.(1982)。A study of teachers sense of efficacy final report(No. ED 231 834)。  new window
圖書論文
1.Hayes, J. R.(1985)。Three problems in teaching general skills。Thinking and learning skills: Volume 2, Research and open questions。Hillsdale, NJ：Erlbaum。  new window
2.陳奎熹(1989)。教學研究方法論的探討。中國教育學會：教育研究方法論。台北市：師大書苑。  延伸查詢new window
3.Gagné, R. M.(1977)。Instructional programs。Fundamentals and Applications of Learning。New York：Macmillan。  new window
4.McDonald, F.(1980)。Study of induction programs for beginning teachers。The problems of beginning teachers: A crisis in training。Princeton, NJ：Educational Testing Service。  new window
5.Simon, H. A.(1980)。Problem solving and education。Problem solving and education: Issues in teaching and research。Hillsdale, NJ：Erlbaum。  new window
 
 
 
 
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