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：從實務理論與典範的觀點初探教師更新之原理、內容與管道
書刊名：教育研究資訊
作者：黃譯瑩 引用關係
作者(外文)：Huang, Yi-ying
出版日期：1999
卷期：7:4
頁次：頁117-145+a11
主題關鍵詞：教師更新；渾沌典範；實務理論；Chaos paradigm；Practical theory；Teacher renewal
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(5) 博士論文(0) 專書(1) 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:19
  • 點閱點閱:47
　　　　　本研究目的在從實務理論與思考典範的觀點探究教師更新之原理、內容與管道。由教師在教學經驗中建構其實務理論、教師於教育改革過程中扮演著重要角色的事實可知，教師能否更新直接影響教育改革的成敗，而教師更新又與教師實務理論是否具有更新的機制息息相關。鑑於當前學者對實務理論的研究多在個別教師或教師群之實務理論的內涵與特質，對實務理論可能產生對教師更新的限制尚未作較周延的探討，故本研究先討論教師的實務理論，包括其意義、形成、內涵與特質；其次，從渾沌思考典範、機械世界觀、以及實務理論可能產生的限制說明教師更新的原理；復次，分析教師更新的內容─思考典範與教育信念，以及教師更新的管道─省思；最後，根據以上的探討提出三項建議，協助教師轉移典範，在自己於「教師更新」的認知、情意與行動之間建立連結。
　　　　　Teachers construct their practical theories through teaching practices. The renewal of teachers and their practical theories directly influences the success of educational change. Few studies probe the relationship between teacher renewal and practical theory or the limitation of practical theory. Therefore, the purpose of this study is to discuss the question of "why, what and how teachers renew" from the practical theory and paradigm perspectives. First discussed is the meaning, constructive process, and characteristics of practical theory. Then, the rationale of teacher renewal is explained from the chaos paradigm perspective and mechanical worldview. Thirdly, analyzed are the content of teacher renewal@the paradigm and educational beliefs, and the way to teacher renewal@reflection. In order to facilitate paradigm shift and make connections between their cognition of, affect to, and action for teacher renewal, this paper suggests that teachers reflect with conscious awareness and take a double look at themselves, their own practical theories, and the paradigm behind.
期刊論文
1.Doll, W. E.(1986)。Prigogine: A new sense of order, a new curriculum。Theory into Practice，25(1)，10-16。  new window
2.秦夢群(19950900)。渾沌理論在教育行政上之應用。教育與心理研究，18，83-102。new window  延伸查詢new window
3.Thorndike, E. L.、Woodworth, R. S.(1901)。The influence of involvement in one mental function upon the efficiency of other functions。Psychological Review，15，1-22+83-98。  new window
4.Duffee, L.、Aikenhead, G. G.(1992)。Curriculum change, student evaluation, and teacher practical knowledge。Science Education，76(5)，493-506。  new window
5.Elbaz, F.(1981)。The Teacher's "Practical Knowledge": Report of a Case Study。Curriculum Inquiry，11(1)，43-71。  new window
6.Ferguson, P.(1989)。A Reflective Approach to the Methods Practicum。Journal of Teacher Education，40(2)，36-41。  new window
7.Prawat, R. S.(1992)。Teachers' beliefs about teaching and learning: a constructivist perspective。American Journal of Education，100(3)，353-395。  new window
8.Tamir, P.(1991)。Professional and personal knowledge of teachers and teacher educator。Teaching & Teacher Education，7(3)，263-268。  new window
9.van Manen, M.(1977)。Linking ways of knowing with ways of being practical。Curriculum Inquiry，6(3)，205-228。  new window
10.馮朝霖(19940900)。自我創化與教育--自我組織理論之教育學義涵初探。教育與心理研究，17，263-282。new window  延伸查詢new window
11.Posner, G. J.、Strike, K. A.、Hewson, P. W.、Gertzog, W. A.(1982)。Accommodation of a scientific conception: Toward a theory of conceptual change。Science Education，66(2)，211-227。  new window
12.黃譯瑩(19981000)。課程統整之意義探究與模式建構。國家科學委員會研究彙刊. 人文及社會科學，8(4)，616-633。  延伸查詢new window
會議論文
1.黃譯瑩(1996)。省思與信念：談教師更新。八十五學年度師範學院教育學術論文發表會。臺東：國立臺東師範學院。  延伸查詢new window
2.郭玉霞(1998)。初任教師的資務知識：一個個案研究報告。師資培育多元化與新制教育實習制度學術研討會。臺中。  延伸查詢new window
3.羅明華(1997)。國民小學初任教師實務知識的發展及其影響因棄之個案研究。八十六學年度師範學院教育學術論文發表會。花蓮。  延伸查詢new window
4.Hursh, D.(198804)。Progress and problems in becoming reflective: An ethnographic study of preservice elementary students。The Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
5.Monk, G. S.、Simpson, V. C.(1989)。Mathematics teachers' constructions of revised pedagogical approaches。The Annual Meeting of the American Educational Research Association。San Francisco, CA。  new window
6.Noffke, S. E.、Brennan, M.(198804)。The dimensions of reflection: A conceptual and contextual approach。The Annual Meeting of the American Educational Research Association。New Orleans, LA。  new window
學位論文
1.Huang, Y.(1995)。Experiencing and reflecting on curriculum integration as an approach to teacher change(博士論文)。Ohio State University，Columbus, OH。  new window
圖書
1.Ross, E. W.、Cornett, J. W.、McCutcheon, J.(1992)。Teacher personal theorizing: Connecting curriculum practice, theory, and research。Albany, NY。  new window
2.Jersild, A. T.(1955)。When teachers face themselves。New York：Teacher College Columbia University。  new window
3.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
4.Briggs, J.、Peat, F. D.、王彥文(1992)。渾沌魔鏡。臺北：牛頓。  延伸查詢new window
5.Jantsch, E.(1992)。The self-organizing universe: Scientific and human implications of the emerging paradigm of evolution。New York：Pergamon。  new window
6.Argyris, C.(1982)。Reasoning, learning and action: Individual and organisation。San Francisco, CA：Jossey Bass Publishers。  new window
7.Briggs, J.、Peat, F. D.(1984)。Looking glass universe: The emerging science of wholeness。New York, NY：Simon and Schuster。  new window
8.McCutcheon, G.(1995)。Developing curriculum: Solo and group deliberation。New York：Longman。  new window
9.Pagels, H. R.(1982)。The cosmic code: Quantum physics as the language of nature。New York：Simon and Schuster。  new window
10.Prigogine, I.、Stengers, I.(1984)。Order Out of Chaos: Man's New Dialogue with Nature。New York, NY：Bantam Books。  new window
11.Gleick, James(1987)。Chaos: Making a New Science。New York, NY：Viking。  new window
12.Cruickshank, D. R.(1987)。Reflective teaching: The preparation of students of teaching。Reston, VA：Association of Teacher Educators。  new window
13.Hayles, N. K.(1990)。Chaos Bound: Orderly Disorder in Contemporary Literature and Science。Ithaca, New York：Cornell University Press。  new window
14.Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。New York, NY：Nichols Publishing Company。  new window
15.Schön, Donald A.(1983)。The reflective practitioner: How professionals think in action。Basic Books, Inc.。  new window
16.Noddings, Nel(1984)。Caring: A Feminine Approach to Ethics and Moral Education。University of California Press。  new window
17.Eisner, E. W.(1985)。The educational imagination: On the design and evaluation of school programs。New York：Macmillan。  new window
18.Dewey, John(1933)。How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process。D. C. Heath and Company。  new window
19.Wertsch, James V.(1985)。Vygotsky and the Social Formation of Mind。Cambridge, Massachusetts：Harvard University Press。  new window
20.Anderson, J. R.(1990)。Cognitive psychology and its implications。New York：Freeman and Company。  new window
21.Morgan, Gareth(1986)。Images of Organization。Sage。  new window
單篇論文
1.Keith, M. J.(1986)。A student teacher's practical knowledge of success in classroom lessons: Expectation images, and strategies(ED 277 677)。  new window
2.Nespor, J.(1984)。The teacher beliefs study: An intern report(ED 251 435)。  new window
圖書論文
1.Connelly, F. M.、Clandinin, D. J.(1985)。Personal practical knowledge and the modes of knowledge: Relevance for teaching and learning。Learning and teaching: The ways of knowing。Chicago：University of Chicago press。  new window
2.Kolb, D. A.(1981)。Learning styles and disciplinary differences。The modern American college。San Francisco：Jossey-Bass。  new window
3.McCutcheon, G.(1992)。Facilitating teacher personal theorizing。Teacher personal theorizing: Connecting curriculum practice, theory, and research。New York：State University of New York Press。  new window
4.Carter, K.(1990)。Teachers' knowledge and learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
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：896（臺灣：891，外國：5） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67684926
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