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題名：運用專業成長活動促進高職教師探究教學知覺轉變之個案研究
書刊名：科學教育學刊
作者：張宇樑 引用關係
作者(外文)：Chang, Aldy Yu-liang
出版日期：2014
卷期：22:4
頁次：頁363-388
主題關鍵詞：知覺；高職教師；專業成長；探究教學；Perception；Vocational high-school teacher；Professional development；Inquiry 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(2) 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:2
  • 共同引用共同引用:135
  • 點閱點閱:178
本研究奠基於高瞻計畫之執行，由大學端研究團隊協助一群高職教師透過專業成長課程、討論分享、和省思調整等方式擴展其專業知能，以合作方式共同進行以「跨領域機電整合智慧機器人」為主題及探究教學為核心之課程設計。據此，本文旨在探討高職教師於此專業成長過程中，對於「探究教學」知覺的轉變情形。研究者採用質化個案方法，以嘉義地區某國立高級職業學校之9名教師為研究對象，蒐集在接受為期一年專業成長過程中對探究教學知覺之轉變情形資料，並以編輯分析式策略進行分析。研究結果發現，參與之高職教師們在探究教學之知覺的兩大面向「學習觀點的定位知覺」及「課程與教學的實務知覺」上有明顯之轉變；且在接受專業成長活動後，已能明確知覺到探究教學對學生科學學習之助益，更能據以設計主題之探究教學活動。最後根據結果提出對高中職教師透過專業成長活動進行課程設計、及藉由與大學端之長期合作模式來協助教師們在探究教學知覺上轉變之兩項建議，期望能促進高中職教師理解與投入探究教學之實施。
Based on the execution of the High Scope Project, this study aimed to group vocational highschool teachers for the purpose of professional development with the assistance of the university research team. The targeted group of teachers was equipped with appropriate professional knowledge and ability to cooperatively deign the ＂interdisciplinary inquiry curriculum on 'Mechatronic' intelligence robot,＂ accompanied by various activities of discussion, sharing, reflection, and adjustment. Accordingly, this article was to explore the possible transition of these vocational high-school teachers' perception of ＂inquiry teaching＂ during this one-year professional development process. A qualitative case study approach was employed in this study. Participants were nine teachers of a public vocational high-school in Chiayi area. Data were collected throughout the executive process of the professional development program and then analyzed by the editing analytic techniques for examining the transition of these teachers' perception of inquiry teaching. According to the data analyses, two themes regarding these teachers' perception of inquiry teaching were extracted to show their changes after receiving the professionaldevelopment program: ＂orientated perception of learning conception＂ and ＂practical perception of curriculum and instruction.＂ The findings indicated that these teachers progressively aware the advantages of inquiry teaching for their students' scientific learning, which led to a proper deign of the targeted curriculum with an emphasis of inquiry teaching. Recommendations derived from findings and discussions were proposed for assisting high-school teachers in future curriculum design tasks and= enhancing their perception transition through the support of a cooperative long-term professional development program provided by the university research team. It is also expected that more highschool teachers can comprehend the core concept of inquiry teaching and are willing to devote themselves to implementing inquiry teaching in their classrooms.
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5.Rowe, K. J.(2011)。The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling，https://www.det. nsw.edu.au/proflearn/docs/pdf/Rowe_2003_Paper.pdf， 2011/04/29。  new window
圖書論文
1.Brinckerhoff, R. F.(1985)。Introducing Social Issues into Science Courses: Modules and a Short-item Approach。Science Technology Society: 1985 Yearbook of the National Science Teachers Association。Washington, DC：National Science Teachers Association。  new window
2.Jarcho, I. S.(1985)。Curricular Approaches to Teaching STS: A Report on Units, Modules, and Courses。Science-Technology-Society, 1985 Yearbook。Washington, DC：National Science Teachers Association。  new window
3.Barcelos, A. M. F.(2003)。Researching beliefs about SLA: a critical review。Beliefs about SLA: New Research Approaches。Netherlands：Kluwer Academic Publishers。  new window
4.Chin, E.-T.、Lin, Y.-C.、Chuang, C.-W.、Tuan, H.-L.(2007)。The influence of inquiry-based mathematics teaching on 11th grade high achievers: Focusing on meta-cognition。Proceedings of the 31st conference of the international group for the psychology of mathematics education。Seoul, Korea：PME。  new window
5.James, C.(1992)。Teachers: Beliefs and knowledge。Handbook of educational psychology。New York, NY：Macmillan。  new window
 
 
 
 
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