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題名:教師的教學思考、決定與其實踐知識探究──以一位國小專家教師的閱讀教學為例
作者:楊肅棟
作者(外文):Su-tung Yang
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:黃政傑
學位類別:博士
出版日期:2011
主題關鍵詞:課程慎思實踐推理實踐知識閱讀教學教師決定教師思考practical reasoningpractical knowledgereading instructionteacher decision-makingteacher thinkingcurriculum deliberation
原始連結:連回原系統網址new window
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摘要      
本研究希望了解教育理論與實踐可能存在的關係,從教師思考決定的過程和內容中切入檢視兩者的互動;以閱讀教學個案研究為例,觀察和訪談一位擁有多年教學經驗目前已退休的專家教師,在私人開設的閱讀教室中,進行規畫、實施、反省其閱讀教學,並獲致自我成長的過程。以實踐論證表徵其思考決定的過程,以依據的實踐知識代表思考決定的內容。
經由文獻分析和個案研究,獲致四個結論。
一、 教師的思考和決定深受本身實踐知識、教育信念的影響,這些知識和理念有的是來自於理論研究,有的則是來自於個人的求學和成長經驗;但教育理論對實踐不是單向直線的影響,而是通過教師主體意識決定後才能成為思考決定的依據。
二、 教師思考決定的過程,必須採用多重理論,完成多重目的,又稱為課程慎思。
三、 教師可以從反省自己的教學中獲得成長,引出和改變教師的實踐論證是其中一種方法,但是需要相關條件的配合。
四、 當教師累積了足夠的知識和經驗之後,也會建構出個人的知識體系,一種行動理論或教學實踐理論。
依據研究結果,對於理論和實踐的關係、學校、教師和未來研究等提出五點建議。
ABSTRACT
This case study investigates the relationships that a retired expert teacher develops between her reading theory and practice. The process and content of thinking and decision-making when she make curriculum planning, implementing, reflecting, and self growth in her reading classroom, is observed and recorded. Practical arguments and practical knowledge are formulated and used to represent processes and contents of her thinking and decision respectively.
According to the literature analyses and findings of this case study, four conclusions could be obtained.
1. The thinking and decision-making of a teacher about reading instruction was affected by his/her practical knowledge and educational beliefs, which come from theories, researches, and personal experiences while growing up, going to school, and teaching. The influence direction is not one-way from theory to practice and all theories must be subject to teacher’s judgments before becoming bases of thinking and decision-making.
2. In processes of the thinking and decision-making, teacher needs multiple theories and achieves multiple goals, so this process can be named “curriculum deliberation”.
3. Teacher can obtain personal growth from reflection on his/her teaching, one way of which is through the elicitations and changes of premises in practical argument, but some necessary conditions are needed to achieve this goal.
4. Teacher can construct his/her personal knowledge system, theories of action or practical theories of instruction, when his/her has accumulated ample knowledge and experiences.
According to the research findings, researcher proposes five suggestions on the relationship of theory-practice, school, teacher, reading instruction, and future researches.
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