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題名：情意教育理論的接納與實踐--一個國小自然科教師的個案研究
書刊名：國立臺北師範學院學報. 數理科技教育類
作者：盧秀琴
作者(外文)：Lu, Chow-chin
出版日期：2002
卷期：15
頁次：頁315+317-336
主題關鍵詞：合作行動研究；感性理性協調統整；自然科教學；Cooperative action research；The sensational and rational coordinative integrated theories；Natural science teaching
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 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:48
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　　　　　本文旨在藉著合作行動研究之實踐，探討一位國小自然科教師在參與嘗試以情意教育理念融入自然科教學的觀察研究。以質的研究法，蒐集個案教師的自然科教學活動紀錄、教師教學日誌、學童札記、訪談和觀察者日誌等。為期三年的研究歷程中，針對教師接納情意教育、編輯課程內容、教學與師生互動、教師角色重塑等議題進行探究與分析。結果顯示個案教師欣然接納情意教育融入自然科的策略，除了落實在自己的言行上外，採用情意教育的感性、理性協調統整理論與STS教學理論編輯課程內容，教學時以問問題方式引導學生思考為主要模式，配合形成性評量促進學生澄清自己的價值觀。此外，也發現個案教師遭遇困境與突破的努力。經由本個案研究，期望提供給國小自然科教師們如何營造一個促進學生思考與接納情意教育的教學具體典範。
　　　　　The aim of this paper was to explore an elementary-school science teacher who used observed research to infuse affective education ideas into science teaching, which implemented by means of the cooperative action research. Under the qualitative research, collected the records of science activities from the individual teacher, teaching diaries, students' notes, interview and observers' diaries, etc. A three-year period research focused on the exploration and analysis of teachers' acceptance in affective education, edited the contents of curriculum, interaction between teachers and students, and reconstruction of teacher's role. The results revealed that the individual teacher gratefully accepted the strategy of affective education infused into science class. Besides enacted in own behaviors, also adopted the sensational and rational coordinative integrated theories of affective education, and edited the curriculum contents of STS teaching theories. The main model of teaching was to conduct students' thoughts by inquiring questions and coordinated with the formative assessment to clarify students' viewpoints about value judgment. The research also found the individual teacher's difficulties and engaged efforts. This case research hopefully will offer elementary school science teachers with a concrete teaching paradigm, which shows how to improve students' thoughts and accept affective education.
期刊論文
1.Palmer, J. M.(1991)。Planning wheels turn curriculum around。Educational Leadership，49(2)，57-60。  new window
2.蘇宏仁(19960500)。科教課程模式--科學、技學、社會（STS）之探討研究。科學教育，190，2-12。  延伸查詢new window
3.詹志禹(19950100)。德育評量：觀念與方法的突破。教育資料與研究，2，2-9。new window  延伸查詢new window
4.Noffke, S. E.(1997)。Professional, Personal, and political dimension of action research。Review of research in education，22，305-342。  new window
5.盧秀琴(1999)。從自然科情意教學看教師的信念與價値觀。國民教育，40(1)，66-74。  延伸查詢new window
6.王澄霞(1995)。從「科技與社會互動之學習」探究數理教育問題。科學發展月刊，23(5)，433-455。  延伸查詢new window
7.Feldman, A.(1994)。Erzberger's Dilemma: Validity in Action Research and Science Teachers' Need to Know。Science Education，78(1)，83-101。  new window
8.Laforgia, Joseph(1988)。The affective domain related to science education and its evaluation。Science Education，72(4)，407-421。  new window
9.Hatton, N.、Smith, D.(1995)。Reflection in Teacher Education: Towards Definition and Implementation。Teaching and Teacher Education，11(1)，33-49。  new window
10.盧秀琴(20000600)。國小知情並重的自然科教學範例研究--以「我們的生活環境」為題材。國立臺北師範學院學報，13，361+363-393+395-396。new window  延伸查詢new window
11.Shymansky, J. A.、Kyle, W. C. Jr.(1992)。Establishing a Research Agenda: Critical Issues of Science Curriculum Reform。Journal of Research in Science Teaching，29(8)，749-778。  new window
12.甄曉蘭(19951100)。合作行動研究--進行教育研究的另一種方式。嘉義師院學報，9，297-318。  延伸查詢new window
13.盧秀琴(2000)。落實情意教育於國小自然科的課程研究。國教學報，12，195-221。  延伸查詢new window
14.Solomon, J.(1994)。The rise and fall of construtivism。Studies in Science Education，23，1-19。  new window
15.Welch, W. W.(1985)。Research in science education: Review and recommendation。Science Education，69(3)，421-448。  new window
16.盧秀琴(2001)。情意教育融入國小自然科課程的模式探討。國立臺北師範學院學報，14，615-646。new window  延伸查詢new window
17.Baumann, J. F.(1996)。Conflict or Compatibility in Classroom Inquiry? One Teacher's Struggle to Balance Teaching and Research。Educational Researcher，25(8)，29-36。  new window
18.Fenstermacher, G. D.(1995)。The absence of democratic and educational ideals from contemporary educational reform initiatives。Educational Horizons，73，70-74。  new window
19.Linn, M. C.(1992)。Science education reform: Building on the research base。Journal of Research in Science Teaching，29(8)，821-840。  new window
20.Pedretti, E.(1996)。Learning about Science, Technology, and Society (STS) through an action research project: Co-constructing an issues based model for STS education。School Science and Mathematics，96(8)，432-440。  new window
21.Pedretti, E.、Hodson, D.(1995)。From rhetoric to action: Implementing STS education through action research。Journal of Research in Science Teaching，32(5)，463-485。  new window
22.Pella, M. O.、O'Hearn, G. T.、Gale, C. W.(1966)。Referent to scientific literacy。Journal of Research in Science Teaching，4，199-208。  new window
23.Pool, C. R.(1997)。Up with emotional health。Educational Leadership，54(8)，12-14。  new window
24.Yager, R. E.(1993)。Science-technology-society as Reform。School Science & Mathematics，93，145-151。  new window
會議論文
1.鍾聖校(1998)。情意課程溝通理論與道德教學觀摩研討會。沒有紀錄。24-46。  延伸查詢new window
2.盧秀琴(2000)。從科學通俗報導探討自然情意素養之成長。沒有紀錄。565-592。  延伸查詢new window
3.盧秀琴(2000)。提升國小教師自然科情意素養之研究。沒有紀錄。1036-1064。  延伸查詢new window
4.盧秀琴(2001)。情意教育融入國小自然科的教學設計。沒有紀錄。811-834。  延伸查詢new window
5.盧秀琴(2001)。「核電四廠該不該蓋？」主題之統整課程設計與教學。沒有紀錄。73-81。  延伸查詢new window
6.Gabel, D.、Bunch, D.(1996)。Chemistry teachers as researchers: Collaborative inquiry for enchanting teaching and adding to the knowledge base。St. Louis, MO。  new window
圖書
1.McNiff, J.(1988)。Action research: Principles and practice。London：Macmillan：Routledge。  new window
2.Elliott, John(1992)。Action research for educational change。Milton Keynes：Open University Press。  new window
3.NSTA(1982)。Policy statement: science-technology-society: science education for the 1980s。Washington, DC：National Science Teachers Association。  new window
4.鍾聖校(20000000)。情意溝通教學理論：從建構到實踐。臺北：五南圖書出版公司。new window  延伸查詢new window
5.Cheek, D. W.(1994)。Students and learning: student concepts of the social sciences and social institutions。Workshop on STS approach in science education。沒有紀錄。  new window
6.(1976)。Moral Education - Its comes with the Territory。Moral Education - Its comes with the Territory。CA。  new window
7.Bybee, R. W.、DeBoer, G. E.(1994)。Research on goals for the science curriculum。Handbook of Research on Science Teaching and Learning。New York, NY。  new window
8.Dunne, R. V.(1994)。The acquisition of professional activity in teaching。Action and reflection in teacher education。Norwood, NJ。  new window
9.Ediger, M.(1997)。Affectives Objectives in the Science Curriculum。Affectives Objectives in the Science Curriculum。沒有紀錄。  new window
10.Edwards, A.、Collison, J.(1996)。Mentoring and developing practice in primary schools。Mentoring and developing practice in primary schools。Buckingham, UK。  new window
11.Fensham, P. J.(1992)。Science and Technology。Handbook of Research on Curriculum。New York, NY。  new window
12.Layton, D.(1994)。STS in the school curriculum: A Movement overtaken by history?。STS Education International Perspectives on Reform。New York, NY。  new window
圖書論文
1.Ziman, J.(1994)。The rationale of STS education is in the approach。STS Education-International Perspectives on Reform。New York：London：Teacher College Press。  new window
 
 
 
 
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