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題名:國小英語教師教學論述與實踐之探討
作者:陳淑華
作者(外文):Shu-hua Chen
校院名稱:國立臺南大學
系所名稱:教育經營與管理研究所博士班
指導教授:姜添輝
學位類別:博士
出版日期:2011
主題關鍵詞:教學論述教學實踐教學轉化pedagogic discourseteaching practiceteaching transformation
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(1) 博士論文(2) 專書(0) 專書論文(0)
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  • 共同引用共同引用:0
  • 點閱點閱:287
本研究目的在探究屏南沿海地區國小英語教師教學論述、教學結構限制和教學實踐之間關係的轉化。從英語教學知識、社會文化論、Bourdieu文化再製論、Bernstein教育論述,來探求國小英語教師在教學理論與教學實踐之間,重建主體在地論述與覺知的可能性。
本研究採質性個案研究方式,邀請四位國小英語教師成為研究伙伴,主要透過深度訪談,輔以觀察、文件分析等策略進行研究。綜合研究發現進行整體分析,提出下列研究結論:
壹、屏南沿海地區英語教學環境結構脈絡複雜。
許多屬於本地區特有的複雜現象,例如英語教師師資來源複雜且不足、沒有
統整性的教育政策、家庭文化貧乏等現象。
貳、屏南沿海地區國小英語教師會建構自我的教學論述。
教師所具備的教學論述,經由文化的覺知,理解情境脈絡的需求,融合個人
的經驗與詮釋認定,建構屬於自己的實踐性教學理論
參、屏南沿海地區國小英語教師教學論述受到教學環境結構影響。
教師的教學論述,因應不同社會環境脈絡和現實制度,逐漸修正教學概念與教學策略,展現出不同的教學形式,呈現一種教學再脈絡化的形式。
肆、屏南沿海地區國小英語教師的教學實踐兩類特徵。
一、重視英語環境和學習空間的營造:這類老師偏重學習興趣的提升,去建
構教學愉快氛圍的學習場域,較不在意學生學業成就的表現。
二、重視強化學生英語能力與未來學習的銜接:這類老師不認同「快樂學習」
的觀點,學生提升英語的競爭力,才可以讓學生破階層疆界。
The purpose of this research mainly investigated the interrelation among the pedagogic discourse of elementary English Teachers, constrain of teaching structure and the teaching practice in southern coastal areas of Pingtung, in order to explore the possibility of construction of English teachers’ local pedagogic discourse and teaching strategies as well. Based on the following theories, English acquisition theories, sociocultural theory, cultural reproduction theory and B. Bernstein’s Pedagogy discourse, this research applied the qualitative methods, included the strategies of interview, observation and documental analysis, and with four elementary English teachers participated as interviewee. In this research, the main findings as follows:
1. The structures of English education in southern coastal areas in Pingtung are complicated, whether in societal, cultural or familiar conditions.
2. Elementary English teachers are capable of creating pedagogic discourse of their own.
3. The local teaching condition strongly affects elementary English teachers’ pedagogic discourses and teaching practice.
4. The characteristics of two teaching practice categories:
a. Some English teachers focus on promotion of students’ learning interest with various teaching strategies, such as chants, singing songs, cultural contact and so on.
b. Others care about students’ English academic ability to improve competitive power to break the class boundary in the global village.
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