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題名:原住民族重點小學科學教師專業發展模式研究
作者:張仁民
作者(外文):Jen-Min Chang
校院名稱:國立東華大學
系所名稱:課程設計與潛能開發學系
指導教授:李暉
林煥祥
學位類別:博士
出版日期:2013
主題關鍵詞:文化回應教學原住民族重點小學科學教師專業發展教學輔導教師cultural responsive teachingindigenous major elementary schoolscience teacher professional developmentmentor teacher
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本研究的目的在探索原住民族重點小學科學教師專業發展的現況與問題並尋求其解決的對策,以建立可以長久運作的專業發展模式。設計上採量、質並用的方式,在量的部分,研究初期,先訪談11位原住民族重點小學科學教師了解教學現況與問題,以做為「原住民族重點小學科學教師專業發展問卷」和「原住民族重點小學科學教師專業發展個案研究」設計的基礎,問卷預試44人,問卷經修改後接著對台灣北、中、南部約110位原住民族重點小學科學教師進行問卷請益,以大範圍施測的方式來瞭解專業發展的現況與問題,藉以作為原住民族重點小學科學教師專業發展基本模式的依據。另外在質的部分,徵得1位原住民族重點小學科學教師進行專業發展模組的實作,藉此深入瞭解專業發展的問題並探索解決的對策,以精緻原住民族重點小學科學教師專業發展基本模式的內涵。研究結果發現:1. 學生導向的教師專業發展:原住民族重點小學科學教師專業需依照學生的教學目標來規劃,瞭解及呼應學校主管及科學教師的需求,以激發其發展的動機,進而提高其發展的信心與重視度。2. 科學教師和耆老的協同授課方式有助於原住民學童的科學學習。3. 結合大學科教學者與原住民族重點小學科學教師形成網路遠距學習社群,對專業提升有實質的助益。4. 依據各階段科學教師的特質規畫適性專業發展活動內容可提高參與動機。5.「學科教學知識」是原住民族重點小學科學教師專業發展活動的當務之急。6.原住民族重點小學科學教師專業發展模式,應以科學教師的專業發展需求為基礎,培養精益求精的專業發展習慣,並以有效提升學生科學學習與文化認同為依歸。
本研究最後根據資料分析的結果,分別就原住民族重點小學科學教師專業發展、原住民科學教育、科學教育政策與未來進一步的研究提出建議與期望。
The purpose of this study is to explore the current situation and problems facing indigenous elementary school science teachers' professional development. Doing so will hopefully provide possible solutions to said problems and help teachers to establish long-term operating models of professional development. In order to facilitate this research, both quantitative and qualitative methods were deployed. For quantitative research, I interviewed eleven science teachers from major indigenous elementary schools. This is aimed at understanding the teachers’ teaching situation and difficulties. Information gathered from this interview then served as the basis of one questionnaire (“Survey of professional development of science teachers in major indigenous elementary schools”) and a case study concerning the professional development of science teachers who work at major indigenous elementary schools. 44 volunteers took the survey, and their responses contributed to a revised version, which was then used on 110 science teachers from major indigenous elementary schools in the northern, central and southern parts of Taiwan. Afterwards, we analyzed the data to gain an understanding of their current teaching situation and problems in regards to their professional development.
As for the qualitative part of the study, with the consent of one of the subjects to participate in the professional development modules, I was able to obtain knowledge in terms of professional development and to explore available strategies in depth.
Result of this study suggests that A) Student-oriented teacher professional development. Major indigenous elementary schools science teachers’ professional development must be designed according to student’s learning goal. It is essential for us to understand and meet the teachers’ and school principals’ demands, as well as to provoke the teachers’ motivation to better their professional development and consequently increase their confidence and awareness of science education. B) improvement in students’ academic learning is plausible through the collaboration between science teachers and tribal elders, C) learning-oriented communities formed online between university staff and teachers in major indigenous elementary schools are beneficial to professional development, D) by designing professional development activities that cater to the specific characteristics of each academic stage, we can increase science teachers’ interest in and motivation of participation, E) pedagogical content knowledge is by far the most urgent issue in the professional development activities of science teachers in major indigenous elementary schools, F) the model of science teachers’ professional development in major indigenous elementary schools must be built based on the demands of science teachers and targeted at cultivating perseverant attitudes for professional development, and at enhancing students' effectiveness in science learning and culture identity.
In sum, based on the results of the data analysis, this study provides some suggestions for future research and aspiration in professional development of science teachers in indigenous elementary schools, as well as in indigenous science education, and science education policy.
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