資料載入處理中...
臺灣人文及社會科學引文索引資料庫系統
:::
網站導覽
國圖首頁
聯絡我們
操作說明
English
行動版
(18.216.73.219)
登入
字型:
**字體大小變更功能,需開啟瀏覽器的JAVASCRIPT,如您的瀏覽器不支援,
IE6請利用鍵盤按住ALT鍵 + V → X → (G)最大(L)較大(M)中(S)較小(A)小,來選擇適合您的文字大小,
如為IE7以上、Firefoxy或Chrome瀏覽器則可利用鍵盤 Ctrl + (+)放大 (-)縮小來改變字型大小。
來源文獻查詢
引文查詢
瀏覽查詢
作者權威檔
引用/點閱統計
我的研究室
資料庫說明
相關網站
來源文獻查詢
/
簡易查詢
/
查詢結果列表
/
詳目列表
:::
詳目顯示
第 1 筆 / 總合 1 筆
/1
頁
來源文獻資料
摘要
外文摘要
引文資料
題名:
國小教師課程意識與教學反省之個案研究--以語文教師為例
書刊名:
初等教育學刊
作者:
簡良平
作者(外文):
Jian, Liang-ping
出版日期:
2005
卷期:
22
頁次:
頁1-20
主題關鍵詞:
教師課程意識
;
教師知識
;
Teachers' curriculum consciouness
;
Teachers' knowledge
原始連結:
連回原系統網址
相關次數:
被引用次數:期刊(0) 博士論文(
4
) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:
19
點閱:39
本文以個案研究的方式,探討教師課程意識(curriculum consciousness)與教學反省的內涵,以發現教師課程知能及教學實踐的專業成長路徑。研究共進行四個月,透過每週四節的教學觀察,每二週訪談一次的方式,蒐集相關文件資料,歸納整理各項資料以敘說個案教師。研究結果發現,教師的課程意識始於界定「課程」及「課」的定義,課程內容的審視、批判、及補充,而後組織為教學可行的方案。課堂中學生學習反應是決定課程如何變通的決定依據,教師著重課程實踐的情境因素,轉化各種理論於實踐的過程亦然。課程的動態變化經由教師的教學檔案與教學反省記錄,得以覺知自己教學知識的本質來自於生命史。個案教師透過敘說的反省方式,形成一種研究自己的批判性思維,促使教師不斷地自我勉勵朝教育專業邁進。
以文找文
The aim of this study was to explore an expert teacher's curriculum consciousness and teaching reflection. The method of case study was used. The researcher observed the teacher in the classroom four class hours a week for and interviewed her once every two weeks in the period of four months. The study intended to focus on language teaching and to narrate how the teacher thought about curriculum, practice that reflected on her teaching. The curriculum consciousness in defining the meaning between a curriculum and a lesson plan was different. The former was to decide what to teach in a school year, and the letter was to decide what to teach in a class hour. The teacher's knowledge about curriculum and instruction was: 1. to develop students' literacy in addition to the concepts of the language curriculum; 2. to guide students' thinking in cooperating with each other on worksheets; 3. to confirm that the nature of knowledge was dynamic and socially shaped. Her beliefs affected every decision-making on curriculum-instruction and formed the "rhythm" in every course. Finally, when the teacher told her stories about curriculum, teaching and students, she could develop her professional skills through the method of story telling.
以文找文
期刊論文
1.
Miller, J. L.(1992)。Shifting the boundaries: teachers challenge contemporary curriculum thought。Theory into Practice,31(3),245-251。
2.
Connelly, F. M.、Clandinin, D. J.、He, M. F.(1997)。Teachers' person practical knowledge on the professional landscape。Teaching and Teacher Education,13(1),665-674。
3.
Willinsky, J.(1989)。Getting personal and practical with personal practical knowledge。Curriculum Inquiry,19(3),247-267。
4.
Van Driel, J. H.、Beijaard, D.、Verloop, N.(2001)。Professional development and research in science education: The role of teachers' practical knowledge。Journal of Research in Science Teaching,38(2),137-158。
5.
Schwab, J. J.(1983)。The practical four: Something for curriculum professors to do。Curriculum Inquiry,13(3),239-265。
6.
Mills, R. A.(1997)。Teachers' voices shaping transformation: A multiple case study of personal practical knowledge among middle level teachers。Research in Middle Level Education Quarterly,20(3),57-84。
7.
Kelly, A. L.、Berthelsen, D. C.(1995)。Teachers coping with change: The stories of two preschool teachers。Journal of Australian Research in Early Childhood Education,1,62-70。
8.
Fang, Z.(1996)。A review of research on teacher beliefs and practice。Educational Research,35(1),47-65。
9.
甯自強(19970900)。數學教學實踐知識課程的開發。國教學報,9,265-278。
延伸查詢
10.
Schubert, W. H.(1992)。Practitioners Influence Curriculum Theory: Autobiographical Reflections。Theory Into Practice,31(3),236-244。
11.
Lampert, M.(1985)。How do teachers manage to teach? Perspective on problems in practice。Harvard Educational Review,55(2),178-194。
12.
Klein, M. F.(1992)。A perspective on the gap between curriculum theory and practice。Theory into practice,31(3),191-197。
13.
Henderson, James G.(1992)。Curriculum Discourse and the Question of Empowerment。Theory into Practice,31(3),204-209。
14.
Elbaz, F.(1991)。Research on teacher's knowledge: The evolution of a discourse。Journal of Curriculum Studies,23(1),1-19。
15.
Ellsworth, E.(1989)。Why Doesn't This Feel Empowering? Working through the Repressive Myths of Critical Pedagogy。Harvard Educational Review,59(3),297-324。
16.
Sears, J. T.(1992)。The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game。Theory Into Practice,31(3),210-218。
17.
Husu, J.(2000)。How do teachers justify their practical knowledge? Conceptualizing general and relative justifications。Asia-Pacific Journal of Teacher Education & Development,3(1),163-186。
18.
周淑卿(2003)。教師敘事與當代教師專業的開展。教育資料集刊,28,407-420。
延伸查詢
19.
Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review,57(1),1-23。
20.
Black, A. L.、Halliwell, Gail(2000)。Accessing Practical Knowledge: How? Why?。Teaching and Teacher Education,16(1),103-115。
圖書
1.
McCutcheon, G.(1992)。Teacher personal theorizing: Teacher personal theorizing and research on curriculum and teaching。New York:State University of New York Press。
2.
Connelly, F. M.、Clandinin, D. J.(1988)。Teachers as curriculum planners: Narratives of experiences。Teachers College Columbia University。
3.
Elbaz, Freema(1983)。Teacher thinking: A study of practical knowledge。Croom Helm。
4.
Cortazzi, M.(1993)。Narrative analysis。London:The Falmer Press。
5.
Elliott, John(1998)。The curriculum experiment: Meeting the challenge of social change。Open University Press。
6.
MacIntyre, Alasdair C.(1984)。After virtue: A study in moral theory。Notre Dame, Indiana:University of Notre Dame Press。
7.
Grundy, Shirley(1987)。Curriculum: Product or praxis?。The Falmer Press。
8.
Freire, Paulo、方永泉(2003)。受壓迫者教育學。臺北:巨流。
延伸查詢
9.
Combleth, C.(1990)。Curriculum in context。Falmer Press。
圖書論文
1.
簡良平(2004)。不同課程取向中教師課程實踐角色的探討。課程與教學研究之發展與前瞻。台北:高等教育出版社。
延伸查詢
2.
Connelly, F. M.、Clandinin, D. J.(1984)。Personal practical knowledge and modes of knowing: Ritual, personal philosophy and image。Teacher thinking: A new perspective on persisting problems in education。Lisse:Sets and Zeitlinger。
推文
當script無法執行時可按︰
推文
推薦
當script無法執行時可按︰
推薦
引用網址
當script無法執行時可按︰
引用網址
引用嵌入語法
當script無法執行時可按︰
引用嵌入語法
轉寄
當script無法執行時可按︰
轉寄
top
:::
相關期刊
相關論文
相關專書
相關著作
熱門點閱
1.
教師專業發展的另一條途徑--以敘事促進教師觀看及增能
2.
教師專業發展的自我教育機制
3.
中彰投地區國民小學附設幼兒園教師專業發展之調查研究
4.
規訓權力的實踐--以教師專業發展評鑑為分析對象
5.
教師專業倫理發展在師資培育過程上之意義
6.
臺北縣國小教師同儕課程領導與專業發展之相關研究
7.
校長領導如何協助教師專業發展
8.
教師實務知識與專業成長
9.
課程改革的成功要素:以敘事探究提升教師的課程意識
10.
教師敘事與當代教師專業的開展
1.
大專資源教室輔導人員角色知覺、特教專業知能與角色實踐之研究
2.
高中英文典範教師實務知識探究
3.
一位國小酷兒教師的生存美學之旅
4.
教師課程潛力與教學想像之探究
5.
從「教學改變」到「自我更新」-幼教師轉變歷程之個案研究
6.
跑道上的動感旅程-生成觀點的生活課程之敘事探究
7.
探討BBL取向體育教學成效及其對教師實務知識的影響
8.
國小教師國語文專業增能課程之設計及實施研究:教學實踐取向
9.
教師科學教學專業知識研究-以科學本質為焦點
10.
幼教工作者專業認同歷程之研究
11.
解嚴後小學民族認同教學的轉變
12.
教育智慧的內涵與發展之探究
13.
成人識字教師教學認知、實踐與影響因素之探究
14.
臨床視導對國小教師教學專業發展影響之研究
無相關書籍
無相關著作
1.
從職家角色扮演看自我的展現
2.
育兒階段夫妻工作家庭壓力調適:系統界限的定位與轉變
3.
精進教學實務之自我研究:教師PBL教學經驗的學習
4.
忠於自我?或,從善如流?
QR Code