資料載入處理中...
臺灣人文及社會科學引文索引資料庫系統
:::
網站導覽
國圖首頁
聯絡我們
操作說明
English
行動版
(3.133.13.76)
登入
字型:
**字體大小變更功能,需開啟瀏覽器的JAVASCRIPT,如您的瀏覽器不支援,
IE6請利用鍵盤按住ALT鍵 + V → X → (G)最大(L)較大(M)中(S)較小(A)小,來選擇適合您的文字大小,
如為IE7以上、Firefoxy或Chrome瀏覽器則可利用鍵盤 Ctrl + (+)放大 (-)縮小來改變字型大小。
來源文獻查詢
引文查詢
瀏覽查詢
作者權威檔
引用/點閱統計
我的研究室
資料庫說明
相關網站
來源文獻查詢
/
簡易查詢
/
查詢結果列表
/
詳目列表
:::
詳目顯示
第 1 筆 / 總合 1 筆
/1
頁
來源文獻資料
摘要
外文摘要
引文資料
題名:
生物教師的教學信念、教學、與師生互動--個案研究
書刊名:
科學教育學刊
作者:
佘曉清
作者(外文):
She, Hsiao-ching
出版日期:
1999
卷期:
7:1
頁次:
頁35-47
主題關鍵詞:
生物教師的信念
;
教學
;
師生互動
;
Teacher's belief
;
Classroom practices
;
Teaching-student interaction
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(
8
) 博士論文(
5
) 專書(0) 專書論文(0)
排除自我引用:
7
共同引用:
13
點閱:30
本研究採用訪談與教室觀察法研究一位國中生物教師的教學信念、教學方式、學 生與教師的互動情形,進行為期一年深入的觀察研究。結果顯示該教師的教學信念為:教學 應優先培養學生主動建構知識、邏輯思考的能力,並培養尊重週遭的生物和非生物的情操, 以及合作學習的精神。其教學信念促使其教學以問問題方式引發學生思考為主要模式,配合 課程內容以多元化方式進行教學,進而營造出師生互動頻率極高且生動活潑的科學學習環境 。師生互動結果顯示出教師所引發之主要問題為概念性問題,其次為整合分析創新問題,同 時給予學生的回饋中最多是重覆答案,其目的多半是為考驗學生的思考或加強正確答案,其 次為問進一步的問題和澄清概念。研究結果充分顯示教師的教學信念不僅反應在其教學的方 式和內容之中,同時也反應在其與學生的互動關係中。除此之外,期望此個案的研究發現可 提供給生物教師們如何營造一個促進學生思考性教學的具體典範。
以文找文
The purpose of this study was to investigate a biology teacher's belief, Classroom practices, and her interaction with students in a middle school biology classroom for a year. Classroom observation and interviews provided the data for this study. Results indicate that hte teacher's beliefs are to make students independent thinkers, understand science knowledge, think logically, make everyday decisions base on science principles, recognize there are many other living organisms in this word besides, human beings, and to respect all life. Her classroom practices mainly used questioning strategy to facilitate opportunities for students active involvement in their own learning. In addition, she is quite flexible for using different strategies, supplements materials to make her teaching interest and closely related with students' daily life. Because of the teacher used questioning strategy as her main teaching practice, therefore, create a higher frequency of interaction in her classes. There is about more than 22 questions were initiated by the teacher per class, the most frequent questions were initiated by the teacher were conceptual and process questions, and the teacher gave students many more restating answer to challenge students, asking students further questions, and making clarification. Results seem to indicate that the teacher's belief somehow has impact on her teaching practice and her interaction with students.
以文找文
期刊論文
1.
Dweck, C. S.、Davidson, W.、Nelson, S.、Enna, B.(1978)。Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis。Developmental Psychology,14(3),268-276。
2.
Watts, M.、Bentley, D.(1987)。Constructivism in the Classroom: Enabling Conceptual Change by Words and Deeds。British Educational Research Journal,13(2),121-135。
3.
Carlsen, W. S.(1991)。Questioning in classrooms: A sociolinguistic perspective。Review of Educational Research,61(2),157-178。
4.
Deal, D.、Sterling, D.(1997)。Kids ask the best questions。Educational Leadership,54(6),61-63。
5.
Dusek, J. P.(1975)。Do teachers bias learning?。Review of Educational Research,45(4),661-684。
6.
Jones, M. G.、Wheatley, J.(1990)。Gender influences in teacher-student interactions in science classrooms。Journal of Research in Science Teaching,27(9),861-874。
7.
McMillan, J. G.、May, M. J.(1979)。A study of factors influencing attitudes towards science of junior high school students。Journal of Research in Science Teaching,15,217-222。
8.
Rowell, P. M.、Gustafson, B. J.(1993)。Beginning to teach: Science in the elementary classroom。Alberta Science Education Journal,26,4-10。
9.
She, H. C.、Barrow, L. H.(1997)。Gifted elementary students' interactions with female and male scientists in a biochemistry enrichment program。Journal of Elementary Science Education,9(2),45-66。
10.
Stallings, J.(1980)。Allocated academic learning time revisited, or beyond time on task。Educational Researcher,9,11-16。
11.
Gallagher, J. J.(1991)。Prospective and practicing secondary School Science teachers' knowledge and beliefs about the philosophy of science。Science Education,75(1),121-133。
12.
佘曉清(19981200)。中學科學教學環境中師生互動量表的發展與研究。科學教育學刊,6(4),403-416。
延伸查詢
13.
佘曉清(19980100)。Interaction between Different Gender Students and Their Teacher in Junior High School Biology Classes。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education,8(1),16-21。
14.
Fisher, D.、Fraser, B.、Cresswell, J.(1995)。Using the Questionnaire on Teacher Interaction in the professional development of teachers。Australian Journal of Teacher Education,20,8-18。
15.
Smith, E. L.、Blakeslee, T. D.、Anderson, C. W.(1993)。Teaching strategies associated with conceptual change learning in science。Journal of Research in Science Teaching,20,111-126。
16.
Brickhouse, N. W.(1990)。Teachers' beliefs about the nature of science and teacher relationships to classroom practice。Journal of Teacher Education,41,53-62。
17.
Shavelson, R. J.、Stern, P.(1981)。Research on teachers' pedagogical thoughts, judgments, decisions, and behavior。Review of Educational Research,51(4),455-498。
會議論文
1.
Fennema, E.、Sherman, J.(1976)。Sex-related differences in mathematics learning myths, realities and related factors。The annual meeting of the American Association for the Advancement of Science。Boston, MA。
2.
Martin, R.、Keller, A.(1974)。Teacher awareness of classroom dyadic interactions。The annual meeting of the American Educational Research Association。Chicago。
3.
She, H. C.(1997)。Gender difference in teacher-student interaction in high and low achieving middle school biology classes。Annual meeting of the National Association for Research in Science Teaching。Chicago, IL。
4.
She, H. C.、Fisher, D.(1999)。The Validation and use of the TCBQ in studying secondary science classroom interaction and its association with students' attitudinal and cognitive outcomes in Taiwan。The annual meeting of the National Association for Research in Science Teaching。Boston, MA。
5.
She, H. C.、Fisher, D.(1999)。The development and application of a teacher-student interaction questionnaire in science classes in Taiwan。The annual meeting of the American Educational Research Association。Montreal。
學位論文
1.
Thompson, A. G.(1982)。Teachers' conceptions of mathematics and mathematics teaching: Three case studies(博士論文)。University of Georgia。
2.
Emmer, E.(1967)。The effect of teacher use of student ideas on student verbal initiation(博士論文)。University of Michigan,Ann Arbor。
圖書
1.
Good, T.、Brophy, J.(1991)。Looking in classroom。New York:Harper Collins。
2.
Lockheed, M.(1975)。Some determinants and consequences of teacher expectations concerning pupil performance: Beginning teacher evaluation study。Princetion, NJ:Educational Testing Service。
3.
McDonald, F.、Elias, P.(1976)。The effects of teaching performance on pupil learning, Vol. 1 final report. Beginning Teacher Evaluation Study, phase 2, 1974-1976。Princeton, N. J.:Educational Testing Service。
4.
Wubbels, Theo、Levy, Jack(1993)。Do You Know what You Look Like? Interpersonal Relationships in Education。London:Falmer Press。
單篇論文
1.
Good, T.,Brophy, J.(1972)。Changing teacher behavior: An empirical investigation,University of Missouri。
圖書論文
1.
Brophy, J.(1985)。Interactions of male and Female students with male and female teachers。Gender Influences in classroom Interaction。Academic press, Inc.。
2.
Simpson, R. D.(1987)。Relating student feelings to achievement in science。What research says to the science teacher, vol. 1, National Science Teachers' Association。Washington, D. C.。
3.
Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。
推文
當script無法執行時可按︰
推文
推薦
當script無法執行時可按︰
推薦
引用網址
當script無法執行時可按︰
引用網址
引用嵌入語法
當script無法執行時可按︰
引用嵌入語法
轉寄
當script無法執行時可按︰
轉寄
top
:::
相關期刊
相關論文
相關專書
相關著作
熱門點閱
1.
不同科學學習動機、創造傾向、師生互動對國一學生在科學創造力表現之分析
2.
影響大學生課堂主動發言的因素
3.
探究教學的專業成長歷程--以十位國中科學教師的觀點為例
4.
生命系統觀國小科學課程發展:教師課程信念對學童學習影響之個案研究
5.
科學教師學科教學知識融合機制之個案研究
6.
探討教師角色在促進國小學童論證表現的改變--以啟發式科學寫作(SWH)教學為情境的四年個案研究
7.
嶺東科技大學視覺傳達設計研究所碩士班學生學習意見之調查研究
8.
應用文字探勘模式探討師資培育生命教育課程體驗活動成效
9.
中學科學與數學教師對學校環境知覺之比較研究
10.
網路化問題解決教學策略對學生生物學習成效的影響
11.
從爭議性科技議題的教學設計和實踐中詮釋科學教師的角色--個案研究
12.
影響中小學學生科學學習成就的因素之比較研究
13.
二技在職專班學生文化資本、學習障礙及其相關因素之研究
14.
國中學生對生物學的態度與學習環境之研究
15.
軍校生人格特質、學習策略與學業成就的關係--以政治作戰學校九十一年班為例
1.
台灣國小數理教師「以學習者為中心」數理教學專業能力自我知覺之探討
2.
臺灣不同地區、不同性別的國小學童科學探究之比較
3.
參與學習社群之科學教師其探究教學專業成長轉變之研究
4.
融入式科學寫作下學生學習成果及學生推理能力和對教師互動行為感受與其寫作品質之研究
5.
『巢狀探究教學模式』對國二學生科學學習環境知覺與學習動機影響之研究
6.
高職教師教學知識模式建構之研究
7.
合作式行動研究對國中自然與生活科技教師教學信念的影響之研究
8.
國小自然科教師評量信念對學生學習影響之研究
1.
學校中的性別政權 : 學生校園生活與教師工作文化之性別分析
無相關著作
無相關點閱
QR Code