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題名：從課室言談與課程結構看教育改革的契機
書刊名：教育與心理研究
作者：簡楚瑛
作者(外文)：Chien, Chu-ying
出版日期：2005
卷期：28:1
頁次：頁49-74
主題關鍵詞：課室言談；教學目標；討論教學法；教師知識；社會建構論；Classroom discourse；Teaching aims；Discussion teaching method；Teachers' knowledge；Social constructivism
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(4) 博士論文(3) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:230
  • 點閱點閱:83
本研究旨在從班級層級中課室言談之討論情境與課程結構的瞭解中發掘教學上的問題，進而加以深入探討。研究對象主要是一位學經歷豐富、完整，積極追求專業上成長，且任教於私立幼稚園的老師，其教學係以幼兒為中心，並以建構式教學為念。藉由觀察攝影、訪談及文件資料蒐集等方法蒐集此老師與幼兒之間的課室言談資料，以及其課程「成品」資料；之後將蒐集到的資料採質性研究方法進行分析，最後根據分析及比較結果探討教學事件背後隱含之意義，進而討論相關議題。 根據資料分析結果，本研究發現有三個值得深入探討之問題，包括：1.教學目標的問題；2.教學方法的問題；3.教師學科及學科教學法知識的問題。在教學目標問題方面，分別探討目標的層級性及其間之穿梭性、目標的發展性及目標的彈性、不確定性與暫時性之相關問題。在教學方法問題方面，主要是探討「討論」教學法之類型、特性、師生角色及教學技巧。而關於教師學科及學科教學法知識的問題方面，主要是探討科學教育課程之教師學科及教學法知識。最後，以社會建構論的觀點來探討開放教育中「以幼兒為中心」之教學問題。希望因為本文的發表，可藉此呈現師資培育機構及教師個人在提昇教學品質上可以扮演的角色。
The aim of this research is to find out the teaching problems from analyzing the discourse and curriculum structure in a class. The research sample is an experienced teacher in a private kindergarten, and the pedagogical belief based on constructivism and child-centered ideology. Data were collected by observation in class, documentation and interviewing. Qualitative research method is adopted to analyze and understand the meaning in the text. To find out the teaching issues through the data analysis. Three issues are discussed here: (1) the role of teaching aims and goals in teaching process, (2) discussion teaching method, (3) teacher’s knowledge. (1) Aims and goals in teaching process: explore the problems which concerning about the correlations among the levels and developmental consideration, flexibility, chanciness and temporality of the aims and goals. (2) Discussion method: focus on the types, characteristics, skills and teacher-student relationship in discussion teaching. (3) Teacher’s knowledge: center on the pedagogical content knowledge. Finally, discuss the meaning of ideology of child-center in open education from the research result. The very foundational intention of this research is to highlight the role of the teacher training institutions and the teachers in promoting the quality of early childhood education.
期刊論文
1.Airasian, P. W.、Walsh, M. E.(1997)。Constructivist cautions。Phi Delta Kappan，78(6)，444-449。  new window
2.Applefield, J. M.、Huber, R.、Moallem, M.(2001)。Constructivism in theory and practice: Toward a better understanding。High School Journal，84(2)，35-53。  new window
3.朱則剛(19960600)。建構主義知識論對教學與教學研究的意義。教育研究，49，39-45。new window  延伸查詢new window
4.楊龍立(19970600)。建構主義評析--在課程設計上的啟示。臺北市立師範學院學報，28，41-55。  延伸查詢new window
5.余安邦(20010900)。那株紅杏不出牆？開放教育的誘惑與陷阱。應用心理研究，11，175-212。new window  延伸查詢new window
6.Wood, David J.、Bruner, Jerome S.、Ross, Gail(1976)。The role of tutoring in problem solving。The Journal of Child Psychology and Psychiatry，17(2)，89-100。  new window
7.Sfard, Anna(1998)。On two metaphors for learning and the dangers of choosing just one。Educational Researcher，27(2)，4-13。  new window
8.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
9.Roth, K.、Anderson, C.、Smith, E.(1987)。Curriculum Materials, Teacher Talk and Student Learning: Case Studies in Fifth Grade Science Teaching。Journal of Curriculum Studies，19，527-548。  new window
10.Pressley, M.、Nastasi, B. K.、Hogan, K.(2000)。Discourse Patterns and Collaborative Scientific Reasoning in Peer and Teacher-guided Discussions。Cognition and Instruction，17(4)，379-432。  new window
11.Williams, C. Ray(1976)。In the Beginning... Goals。Theory into Practice，15(2)，86-89。  new window
12.Wells, Gordon(2002)。Learning and Teaching for Understanding: The Key Role of Collaborative Knowledge Building。Advances in Research on Teaching，9，1-41。  new window
13.Brophy, Jere、Alleman, Janet(2002)。Learning and Teaching about Cultural Universals in Primary-grade Social Studies。The Elementary School Journal，103(2)Special Issue，99-114。  new window
14.Fitzgerald, Jill、Billings, Laura(2002)。Dialogic Discussion and the Paideia Seminar。American Educational Research Journal，39(4)，907-941。  new window
15.Wells, Gordon(1998)。Some Questions about Direct Instruction: Why? To Whom? How? And When?。Language Arts，76(1)，27-35。  new window
16.Dunsmore, KaiLonnie、Berry, Ruth、Englert, Carol Sue(2001)。A Case Study of the Apprenticeship Process: Another Perspective on the Apprentice and the Scaffolding Metaphor。Journal of Learning Disabilities，34(2)，152-171。  new window
17.Roth, Kathleen J.(2002)。Talking to Understand Science。Social Constructivist Teaching: Affordances and Constraints，9，197-262。  new window
18.Sperling, Melanie(1995)。Uncovering the Role of Role in Writing and Learning to Write: One Day in an Inner-City Classroom。Written Communication，12(1)，93-133。  new window
19.Wells, Gordon(1993)。Reevaluating the IRF sequence: A Proposal for the Articulation of Theories of Activity and Discourse for the Analysis of Teaching and Learning in the Classroom。Linguistics and Education，5(1)，1-37。  new window
20.Englert, Carol Sue、Artiles, Alfredo J.、Trent, Stanley C.(1998)。From Deficit Thinking to Social Constructivism: A Review of Theory, Research, and Practice in Special Education。Review of Research in Education，23，277-307。  new window
21.Noblit, George、Rogers, Dwight L.、Danielewicz, Jane M.(1996)。Children's Discourse Patterns and Power Relations in Teacher-led and Child-led Sharing Time。International Journal of Qualitative Studies，9(3)，311-331。  new window
22.Windschitl, Mark(1999)。The Challenges of Sustaining a Constructivist Classroom Culture。Phi Delta Kappan，80(10)，751-755。  new window
23.余安邦(1997)。真的是以孩童為中心嗎？－開放教育的盲點與迷失。師友月刊，366，30-37。  延伸查詢new window
24.Staver, John R.(1998)。Constructivism: Sound Theory for Explicating the Practice of Science and Science Teaching。Journal of Research in Science Teaching，35(5)，501-520。  new window
會議論文
1.Dixon, C.、Green, C.(2000)。Issues in Ethnography and Ethnographic Analysis。0。  new window
2.Henriques, L.(1997)。Constructivist Teaching and Learning。臺北。  new window
圖書
1.Wells, G.(1999)。Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education。Cambridge University Press。  new window
2.Mercer, Neil(1995)。The guided construction of knowledge: Talk amongst teachers and learners。Multilingual Matters。  new window
3.Bloom, B. S.、Engelhart, M. D.、Furst, E. J.、Hill, W. H.、Krathwohl, D. R.(1956)。Taxonomy of educational objectives: the classification of educational goals. Handbook 1, Cognitive domain。New York：Longman。  new window
4.Gallas, K.(1995)。Talking their way into science: Hearing children's questions and theories, responding with curricula。Teachers College Press。  new window
5.Cazden, C. B.(1988)。Classroom discourse: The language of teaching and learning。Harvard Graduate School of Education。  new window
6.Dewey, J.(1916)。Democracy and education: An introduction to the philosophy of education。New York, NY：Free Press。  new window
7.Bakhtin, Mikhail Mikhailovich、Emerson, Caryl、Holquist, Michael(1981)。The Dialogic Imagination: Four Essays by M. M. Austin。Austin, TX：University of Texas Press。  new window
8.Bruner, Jerome S.(1990)。Acts of Meaning: Four Lectures on Mind and Culture。Cambridge, Mass：Harvard University Press。  new window
9.李子建、黃顯華(1996)。課程 : 範式、取向和設計。台北：五南。new window  延伸查詢new window
10.Tyler, Ralph Winfred(1949)。Basic Principles of Curriculum and Instruction。University of Chicago Press。  new window
11.(2001)。A Taxonomy of Learning, Teaching, and Assessment: A Revision of Bloom's Taxonomy of Educational Objectives。A Taxonomy of Learning, Teaching, and Assessment: A Revision of Bloom's Taxonomy of Educational Objectives。New York, NY。  new window
12.Brophy, J.(2002)。Social Constructivist Teaching: Affordances and Constraints。Social Constructivist Teaching: Affordances and Constraints。Oxford, UK。  new window
13.Jones, L. L.、Cochran, K. F.(1998)。The Subject Matter Knowledge of Perservice Science Teachers。International Handbook of Science Education。Dordrecht, Netherlands。  new window
14.Cobb, P.(1994)。Constructivism in Education。The International Encyclopedia of Education。New York, NY/ Oxford, UK。  new window
15.Gambrell, L. B.、Almasi, J. F.(1996)。Lively Discussion! Fostering Engaged Reading。Lively Discussion! Fostering Engaged Reading。Newark, DE。  new window
16.Stierer, B.、Mercer, N.、Maybin, J.(1992)。"Scaffolding" Learning in the Classroom。Thinking Voices: The Work of the National Oracy Project。London, UK。  new window
17.Nystrand, M.(1997)。Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom。Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom。New York, NY。  new window
18.O'Connor, M. C.、Michaels, S.(1996)。Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussion。Effective Teaching: Current Research。Cambridge, UK。  new window
其他
1.Vygotsky, L. S.(1987)。Thinking and speech，New York：Plenum Press。  new window
圖書論文
1.Fenstermacher, G. D.(1994)。The knower and the known: The nature of knowledge in research on teaching。Review of research in education。American Educational Research Association。  new window
2.Ernest, P.(1995)。The One and the Many。Constructivism in Education。Lawrence Erlbaum。  new window
3.Carter, K.(1990)。Teachers' knowledge and learning to teach。Handbook of research on teacher education。New York：Macmillan。  new window
4.許健將(2000)。建構主義。教學原理。高雄：麗文。  延伸查詢new window
5.Bass, H.、Ball, D. L.(2000)。Making Believe: The Collective Construction of Public Mathematical Knowledge in the Elementary Classroom。Constructivism in Education: Opinions and Second Opinions on Controversial Issues。Chicago, IL：University of Chicago Press。  new window
6.Nuthall, G.(2002)。Social Constructivist Teaching and the Shaping of Students' Knowledge and Thinking。Social Constructivist Teaching: Affordances and Constraints。Elsevier Science。  new window
 
 
 
 
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