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題名：學科教學知識之呈現--以一位國小社會領域教師為例
書刊名：新竹教育大學教育學報
作者：鍾榮進
作者(外文)：Chung, Jung-chin
出版日期：2014
卷期：31:1
頁次：頁1-46
主題關鍵詞：國小社會領域；資深專家教師；學科教學知識；Elementary school social studies；Experienced teachers；Pedagogical content knowledge
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(1) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:94
  • 點閱點閱:740
本研究旨在探討國小社會領域資深專家教師學科教學知識，以一位教學經驗豐富，且饒富口碑的社會領域教師為研究對象，以深入探討個案教師學科教學知識如何達到專業的要求，以及教學何以如此成功。研究方法採質化研究取向，蒐集資料方式包括自然觀察、深度訪談及文件分析。研究結果顯示個案教師具備豐富的專業知識、崇高的教育愛與教育理念，以及靈活多元的教學方法，能視學生的學習需求，適當地使用教學媒體與教學表徵，將學科內容轉化成學生容易理解的形式，因而得到不錯的教學效果！茲將個案教師社會領域學科教學知識之內涵歸納如下：一、個案教師學科教學知識包括學科知識與信念、課程知識、學生知識、教學情境知識及教學方法與策略。二、個案教師教學以學生為主體，強調反省批判能力。三、個案教師能根據學生實際需求，彈性調整教材。四、個案教師採適性教學，兼顧資優及弱勢學生。五、個案教師能掌握複雜情境脈絡，引導學生主動學習。六、個案教師具間接教學風格，強調學生主動建構知識。
This research explored the pedagogical content knowledge of experienced elementary school social studies teachers. A qualitative approach was adopted, and the data were collected using contingent observation, interviews, and document analysis. The results indicated that (a) the pedagogical content knowledge of the teachers included subject knowledge and beliefs, curriculum knowledge, student knowledge, knowledge of the teaching situation, and knowledge of teaching methods and strategies; (b) the teachers were student centered and emphasized introspection; (c) the teachers flexibly adjusted teaching materials according to the needs of students; (d) the teachers used adaptive teaching approach to meet the needs of both gifted and disadvantaged students. (e) the teachers could manage complex situations and contexts, actively guiding student learning; and (f) the teachers used an indirect teaching approach to ensure that students actively constructed knowledge.
期刊論文
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2.陳國泰、曾佳珍(2005)。國小_然與生活科技領域專家教師引發學生 學習動機策略之研究。國民學報，2，203-240。new window  延伸查詢new window
3.Andoni, G.、Silvia, P.、Florencia, M. R.、Rufino, T.(2007)。Latin-American teachers' edagogical content knowledge of tile particulate nature of matter。Journal of Science Education，8(2)，79-84。  new window
4.Arreaga-Mayer, C.、Greenwood, C. R.(1986)。Environmental variables affecting the school achievement of culturally and linguistically different learners: An instructional perspective。Journal of the National Association for Bilingual Education，10(2)，113-136。  new window
5.Goodnough, K.、Nolan, B.(2008)。Engaging elementary teachers' pedagogical content knowledge: Adopting problem-based learning in the context of science teaching and learning。Canadian Journal of Science, Mathematics, and Technology Education，8(3)，197-216。  new window
6.Halim, L.、Meerah, S. M.(2002)。Science trainee teachers1 pedagogical content knowledge and its influence on physics teaching。Research in Science & Technological Education，20(2)，215-225。  new window
7.Hewson, P. W.、Hewson, M. G.(1989)。Analysis and use of a task for identifying conceptions of teaching science。Journal of hducation for Teaching，15(3)，191-209。  new window
8.Lee, E.、Luft, J. A.(2008)。Experienced secondary science teachers, representation of pedagogical content knowledge。International Journal of Science Education，30(10)，1343-1363。  new window
9.Ochoa-Becker, A. S.、Morton, M. L.、Autry, S. J.、Johnstad, S.、Merrill, D.(2001)。A search for decision making in three elementary classrooms: A pilot study。Theory and Research in Social Education，29(2)，261-289。  new window
10.劉麗玲、郭重吉(20010800)。國中資深理化教師教學表徵之個案研究。科學教育，11，144-159。  延伸查詢new window
11.Visser, J.、Keller, J. M.(1990)。The clinical use of motivational messages: An inquiry into the validity of the ARCS model of motivational design。Instructional Science，19(6)，467-500。  new window
12.Peterson, P. L.、Fennema, E.、Carpenter, T. P.、Loef, M.(1989)。Teachers' pedagogical content beliefs in mathematics。Cognition and Instruction，6(1)，1-40。  new window
13.Leinhardt, G.、Smith, D. A.(1985)。Expertise in mathematics instruction: Subject matter knowledge。Journal of Educational Psychology，77(3)，247-271。  new window
14.Swisher, K.、Deyhle, D.(1987)。Styles of learning and learning styles: Educational conflicts for American Indian/Alaskan Native youth。Journal of multilingual and multicultural development，8(4)，345-360。  new window
15.Tamir, Pinchas(1988)。Subject matter and related pedagogical knowledge in teacher education。Teaching and Teacher Education，4(2)，99-110。  new window
16.陳國泰(20060900)。國小自然與生活科技資深專家教師學科教學知識的發展之個案研究。屏東教育大學學報，25，117-155。new window  延伸查詢new window
17.Grossman, P. L.(1989)。A study in contrast: sources of pedagogical content knowledge for secondary English。Journal of Teacher Education，40(5)，24-31。  new window
18.Reynolds, A.(1992)。What is competent beginning teaching? A review of the literature。Review of Educational Research，62(1)，1-35。  new window
19.Carter, K.、Cushing, K.、Sabers, D.、Stein, P.、Berliner, D. C.(1988)。Expert-Novice differences in perceiving and processing visual classroom information。Journal of teacher education，39(3)，25-31。  new window
20.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
21.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
22.王淑慧、林子堯(20080500)。國中生活科技教師教學表徵個案研究。工業科技教育學刊，1，11-18。  延伸查詢new window
23.王國華、段曉林、張惠博(19981200)。國中學生對科學教師學科教學之知覺。科學教育學刊，6(4)，363-381。new window  延伸查詢new window
24.Bucat, R.(2004)。Pedagogical content knowledge as a way forward: Applied research in chemistry education。Chemistry Education: Research and Practice，5(3)，215-228。  new window
25.Cohen, R.、Yarden, A.(2009)。Experienced junior-high-school teachers' PCK in light of a curriculum change: The cell is to be studies longitudinally。Research in Science Education，39(1)，131-155。  new window
會議論文
1.Vars, G.(1996)。Curriculum integration: An untested fad?。The fourth annual National Conference on Curriculum Integration。Scottsdale, AZ。  new window
2.張民杰(2001)。統整課程與教學創新的有效方案：問題基礎學習在中小學之應用。高雄師範大學主辦國民中學九年一貫課程下教學創新研討會。高雄：國立高雄師範大學。156-185。  延伸查詢new window
學位論文
1.林苡萱(2009)。議題中心教學法對國二學生批判思考能力之影響(碩士論文)。高雄師範大學。  延伸查詢new window
2.陳幸苡(2008)。國小五年級社會學習領域議題中心教學法之協同行動研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
3.陳軒孟(2006)。創造性問題解決與多元智慧教學模式對國小學童創造力之影響--以兒童詩教學為例(碩士論文)。國立屏東教育大學。  延伸查詢new window
4.陳蕙雯(2008)。一位國小教師以議題中心教學法增進學生理性決定知能之行動研究(碩士論文)。國立臺北教育大學。  延伸查詢new window
5.潘靜儀(2007)。國小自然與生活科技領域專家教師學科教學知識與教學決策之詮釋性研究(碩士論文)。國立臺北教育大學，台北。  延伸查詢new window
6.鄭惠觀(2005)。國語文多元智慧教學對國小學童語文創造力之影響(碩士論文)。明道管理學院。  延伸查詢new window
7.Grossman, P. L.(1988)。A study in contrast: sources of pedagogicalknowledge for secondary English (Unpublished doctoral dissertation(博士論文)。Stanford University，Stanford, CA。  new window
8.Gunst, G. A.(2004)。A study of multiple intelligences among teachers in Catholic elementary schools in the Archdiocese of Detroit(博士論文)。Wayne State University，Detroit, MI。  new window
9.Li, Q.(2004)。Elementary school mathematics teachers€™ subject matter knowledge and pedagogical content knowledge: Their relationship to classroom instruction(博士論文)。The Chinese University of Hong Kong，Hong Kong。  new window
10.McMaster, R. O.(2004)。Collaborating for curricular change in English:Playing with ideas through arts-based assessments to interpret literature(博士論文)。The University at Buffalo，Buffalo, NY。  new window
11.Moss, A. B.(2002)。A co-curriculum approach to teaching English in China(博士論文)。Biola University，La Mirada, CA.。  new window
12.Suh, Y.(2005)。Pedagogical content knowledge development in teaching science: A case study of an elementary school teacher in an urban classroom(博士論文)。Teachers College, Columbia University，New York, NY。  new window
13.Tharp, R. R.(2004)。An exploration of the ways in which different types of written texts contribute to elementary students’ acquisition of knowledge in tne social stuaies classroom(博士論文)。Auburn University，Alabama, AL.。  new window
14.郭銘哲(2004)。高中生活科技教師教學表徵之個案研究(碩士論文)。國立高雄師範大學，高雄。  延伸查詢new window
15.施互琴(2004)。教師教學實務知識之研究--以國小四年級自然與生活科技教師為例(碩士論文)。臺中師範學院，台中。  延伸查詢new window
16.蔡添財(2003)。國小高年級自然科教師學科教學知識之個案研究(碩士論文)。臺中師範學院，台中。  延伸查詢new window
17.李佳慧(2004)。國小自然與生活科技領域資深教師運作課程之個案研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
18.Marks, R.(1990)。Pedagogical Content Knowledge in Elementary Mathematics(博士論文)。Stanford University，Stanford, CA.。  new window
圖書
1.教育部(2008)。國民中小學九年一貫課程綱要社會學習領域課程。臺北市：教育部。  延伸查詢new window
2.黃政傑(2000)。程評鑑。臺北市：師大書苑。  延伸查詢new window
3.歐用生(1999)。國民小學社會科教學研究。臺北市：師大書苑。  延伸查詢new window
4.Beane, J. A.(1997)。integration: Designing the core of democrative education。New York, NY：Teachers College。  new window
5.Barr, Robert D.、Barth, James L.、Shermis, Samuel S.(1977)。Defining the Social Studies。National Council for the Social Studies。  new window
6.Piaget, J.(1985)。The equilibration of cognitive structure: The central problem of intellectual development。Chicago：University of Chicago Press。  new window
7.Savage, T. V.、Armstrong, D. G.(1992)。Effective teaching in elementary social studies。New York：Macmillan Publishing Company。  new window
8.Von Glasersfeld, E.(1995)。Radical constructivism: A way of knowing and learning。London：The Falmer Press。  new window
9.Vygotsky, L. S.、Kozulin, Alex(1986)。Thought and language。MIT Press。  new window
10.簡紅珠(19920000)。教學研究的主要派典及其啟示之探析。高雄：復文圖書出版社。new window  延伸查詢new window
11.Gardner, H.(1983)。Frames of mind: The theory of multiple intelligences。NY：Random House。  new window
12.Bruner, J. S.(1960)。The process of education。New York, NY：Vintage Books。  new window
13.Woolever, R.、Scott, K. P.(1988)。Active Learning in Social Studies。Illinois：Scott Foresman and Company。  new window
圖書論文
1.Confrey, J.(1990)。A review of the research on students conceptions in mathematics, science, and programming。Review of Research in Education。Washington, D.C：American Educational Research Association。  new window
2.Dewey, J.(1969)。The logical and psychological aspects of experience。Theory of knowledge and problems of education。Urbana, IL：University of Illinois Press。  new window
3.McDiarmid, G. W.、Ball,D. L.、Anderson, C. W.(1989)。Why staying one chapter ahead doesn’t really work: Subject-specific pedagogy。Knowledge base for the beginning teacher。Oxford, UK：Pergamon。  new window
4.Como, L.、Snow, E. R.(1986)。Adapting teaching to individual differences among learners。Handbook of research on teaching。New York, NY：Macmillan。  new window
5.Wilson, S. M.、Shulman, L. S.、Richert, A. E.(1987)。150 different ways of knowing: Representations of knowledge in teaching。Exploring Teachers' Thinking。Holt, Rinehart, and Winston。  new window
6.戴翠華、張靜儀(2002)。應用「類比」教學表徵在國小自然科教學之研究--以「酸鹼概念」為例。教學行動研究與教學創新。臺北市：揚智文化。  延伸查詢new window
 
 
 
 
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