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題名：國小新手與專家教師的國語科PCK之比較研究
書刊名：人文社會科學研究. 教育類
作者：陳國泰 引用關係
作者(外文)：Chen, Kuo-tai
出版日期：2016
卷期：10:4
頁次：頁56-82
主題關鍵詞：新手教師；專家教師；國語科；學科教學知識；Expert teacher；Novice teacher；Mandarin teaching；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(3) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:3
  • 共同引用共同引用:122
  • 點閱點閱:32
本研究的主要目的，旨在針對國小新手教師與專家教師的國語科學科教學知識 (PCK)進行比較，以做為其他國語科教師教學的參考。為達本研究目的，研究方法採質化研究取向，蒐集資料的方式則包括教室觀察、深度訪談與文件分析。經過半年的探究，本研究獲得幾個主要的研究發現：1.國小新手教師與專家教師皆具有教學目標知識、學科知識、學習者知識、課程知識及一般教學法知識；2.專家教師較新手教師在聽、說、讀、寫的教學目標上，具有更深入的理解，且對情意目標亦能兼重；3.專家教師較新手教師在國語學科內容知識上，具有更豐富的相關知識；4.專家教師較新手教師對於學生學習興趣與困難之處，具有更深刻的體認，且瞭解背後原因及解決之道；5.專家教師較新手教師在課程縱向連貫與橫向統整的知識上，具有更豐富的理解，且更能以學生的角度進行思考；6.專家教師較新手教師在一般教學法知識上，具有更豐富與深入的瞭解，且在相關教學策略與技巧上亦較為純熟。
The purpose of this study is to compare the pedagogical content knowledge of novice and expert mandarin teachers from primary school to provide suggestions to mandarin teachers. Qualitative research methods were used for this study. Data were collected from classroom observation, in-depth interviews, and documentary analysis. After spending six months collecting data, this study obtained a few main results. The following were research results: (1) Both novice mandarin teacher and expert mandarin teacher had knowledge of teaching objectives, knowledge of content, knowledge of learners, knowledge of curriculum, and general pedagogical knowledge; (2) Expert teacher had deeper understanding about the purpose of mandarin teaching, which included listening, speaking, reading, and writing better than novice teacher. Expert teacher could also care of affection purpose; (3) Expert teacher had plentiful content knowledge compared to novice teacher; (4) Expert teacher had deeper comprehension of students’ learning interest and learning difficulties better than novice teacher. Expert teacher also understand the reasons behind a problem. They knew the solution to a learning problem; (5) Expert teacher had plentiful understanding of both longitudinal coherence and lateral integration of curriculum better than novice teacher. Also, expert teacher could consider by viewpoints of student; (6) Expert teacher had mature general pedagogical knowledge viewpoints and consideration better than novice teacher. Expert teacher had better developed of relative strategies and skills, also they had mature purpose of implement and principles of implement.
期刊論文
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2.Henze, I.、Van Driel, J. H.、Verloop, N.(2008)。Development of experienced science teachers' pedagogical content knowledge of models of the solar system and the universe。International Journal of Science Education，30(10)，1321-1342。  new window
3.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
4.曾世杰、陳淑麗、蔣汝梅(20131100)。提升教育優先區國民小學一年級學生的讀寫能力--多層級教學介入模式之探究。特殊教育研究學刊，38(3)，55-80。new window  延伸查詢new window
5.潘士銓、黃繼仁(20100300)。國小教師國語文教學實際知識之敘述探究。國民教育研究學報，24，113-128。new window  延伸查詢new window
6.Schempp, P. G.、Johnson, S. W.(2006)。Learning to see developing the perception of an expert teacher。The Journal of Physical Education, Recreation & Dance，77(6)，29-33。  new window
7.Graham, G.、Housner, L. D.(1991)。Differences between experienced and inexperienced teachers' planning decisions interactions, student engagement and instructional decisions, interactions, student engagement and instructional climate。Research Quarterly for Exercise and Sport，62(2)，196-204。  new window
8.林進材(19990600)。國小專家教師與新手教師教學理論建構之研究。國民教育研究集刊. 臺南師院，5，185-218。  延伸查詢new window
9.Al-Amoush, S. A.、Markic, S.、Abu-Hola, I.、Eilks, I.(2011)。Jordanian prospective and experienced chemistry teachers' beliefs about teaching and learning and their potential role for educational reform。Science Education International，22(3)，185-201。  new window
10.陳國泰(20030300)。國小初任教師實際知識的發展之個案研究。國民教育研究學報，10，71-102。new window  延伸查詢new window
11.段曉林、高榮成(19970900)。Development of a Grade Eight Taiwanese Physical Science Teacher's Pedagogical Content Knowledge Development。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，7(3)，135-154。  new window
12.Onafowora, L. L.(2005)。Teacher efficacy issues in the practice of novice teachers。Educational Research Quarterly，28(4)，34-43。  new window
13.Leinhardt, Gaea(1983)。Novice and expert knowledge of individual's achievement。Educatiional Psychologist，18(3)，165-179。  new window
14.簡紅珠(19960700)。國小專家與新手教師的班級管理實作與決定之研究。教育研究資訊，4(4)，36-48。new window  延伸查詢new window
15.吳青蓉、張景媛(19971000)。英語科專家／生手教師課堂教學之研究。師大學報. 教育類，42，17-33。new window  延伸查詢new window
16.張景媛(19971200)。如何讓新手教師成為專家教師。測驗與輔導，145，3008-3010。  延伸查詢new window
17.陳怡靜、林吟霞(20130900)。初任教師與經驗教師課堂發問技巧之個案分析。國教新知，60(3)，95-104。new window  延伸查詢new window
18.Adadan, E.、Oner, D.(2014)。Exploring the progression in preservice chemistry teachers' pedagogical content knowledge representations: The case of "behavior of gases"。Research in Science Education，44(6)，829-858。  new window
19.Grainger, P. R.、Adie, L.(2014)。How do preservice teacher education students move from novice to expert assessors?。Australian Journal of Teacher Education，39(7)，18-30。  new window
20.Westerman, D. A.(1991)。Expert and novice teacher in decision making。Journal of Teacher Education，42(4)，292-305。  new window
21.Webb, J. M.、Diana, E. M.、Luft, P.、Brooks, E. W.、Brenna, E. L.(1997)。Influence of pedagogical expertise and feedback on assessing student comprehension from nonverbal behavior。Journal of Educational Research，91(2)，89-97。  new window
22.Shing, C. L.、Saat, R. M.、Loke, S. H.(2015)。The knowledge of teaching: Pedagogical content knowledge。Malaysian Online Journal of Educational Sciences，3(3)，40-55。  new window
23.Schmidt, M.(2008)。Mentoring and being mentored: The story of a novice music teacher's success。Teaching and Teacher Education: An International Journal of Research and Studies，24(3)，635-648。  new window
24.Mohr, D. J.、Townsend, J. S.(2002)。Research to practice: Using comprehensive teaching models to enhance pedagogical content knowledge。Teaching Elementary Physical Education，13(4)，37-36。  new window
25.Meyer, H.(2004)。Novice and expert teachers' conceptions of learners' prior knowledge。Science Education，88(6)，970-983。  new window
26.Marks, R.(1990)。Pedagogical content knowledge: From a mathematical case to a modify conception。Journal of Teacher Education，41(3)，3-11。  new window
27.Kidd, L.、Brown, N.、Fitzallen, N.(2015)。Beginning Teachers' Perception of Their Induction into the Teaching Profession。Australian Journal of Teacher Education，40(3)，154-173。  new window
28.Guerrero, N.、Carmen, H.、Meadows, B.(2015)。Global professional identity in deterretorialized spaces: A case study of a critical dialogue between expert and novice nonnative English speaker teachers。Issues in Teachers' Professional Development，17(2)，13-27。  new window
29.Flores, M. A.(2006)。Being a novice teacher in two different settings: Struggles, continuities, and discontinuities。Teachers College Record，108(10)，2021-2052。  new window
30.Shulman, Lee S.(1986)。Those Who Understand: Knowledge Growth in Teaching。Educational Researcher，15(2)，4-14。  new window
31.張德銳(20031200)。中小學初任教師的教學困境與專業發展策略。教育資料集刊，28，129-144。new window  延伸查詢new window
會議論文
1.Calderhead, J.(1983)。Research into teachers' and student teachers' cognition: Exploring the nature of classroom practice。Annual Meeting of the American Educational Research Association。Montreal。  new window
2.羅明華(1997)。國民小學初任教師實務知識的發展及其影響因素之個案研究。八十六學年度教育學術研討會。臺中市：國立臺中師範學院。89-119。  延伸查詢new window
學位論文
1.劉健慧(2006)。國民小學數學領域輔導員學科教學知識之個案研究(碩士論文)。國立臺中教育大學，台中。  延伸查詢new window
2.何妤珩(2004)。國小實習教師實務知識發展之研究(碩士論文)。臺中師範學院，台中。  延伸查詢new window
3.王詠(2003)。國民中學國文科專家教師文言文教學專業知識內涵之研究(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
4.李曉萱(2001)。華語文教師教學專業知能之探究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
5.王雪萍(2003)。一位資深國小語文科教師教學實際知識之個案研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
6.梁惠柔(2006)。國小教師多元智能教學實務知識之個案研究--以國語為例(碩士論文)。國立臺北教育大學。  延伸查詢new window
7.左榕(2000)。一位國小實習教師教學省思之探究--以國語科教學為例(碩士論文)。臺東師範學院，臺東。  延伸查詢new window
8.謝建國(2001)。國小實習教師國語科學科教學知識之個案研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
9.劉怡亭(2000)。國中歷史科教師的學科教學知識之探究(碩士論文)。國立嘉義大學，嘉義。  延伸查詢new window
10.陳國泰(2000)。國小初任教師實際知識的發展之研究(博士論文)。國立高雄師範大學，高雄市。new window  延伸查詢new window
11.黃淑真(1996)。教學內容知識之人種誌研究--以一位高三國文老師為例(碩士論文)。台北市立師範學院，台北。  延伸查詢new window
12.黃永和(1996)。國小實習教師數學學科教學知識之個案研究(碩士論文)。國立新竹師範學院，新竹。  延伸查詢new window
13.余學敏(2003)。國民中學國文科專家教師語體文教學專業知識內涵之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
14.李正義(2005)。國小初任教師實務知識發展之研究(碩士論文)。國立臺東大學，台東。  延伸查詢new window
15.林佳慧(2004)。國中資深國文科教師學科教學知識之個案研究(碩士論文)。國立中山大學。  延伸查詢new window
16.林美淑(2005)。國中自然科教師學科教學知識成長之行動研究(碩士論文)。國立彰化師範大學。  延伸查詢new window
17.蔡韶珊(2003)。高中國文科教師教學專業知識之個案研究--以實踐「仁」的意涵為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
18.蔡藍儐(2012)。國語文專家教師對國語文教科書的詮釋與轉化(博士論文)。國立東華大學。new window  延伸查詢new window
圖書
1.謝寶梅(1996)。專家教師與實習教師的教學思考及教學行動之比較研究。台北市：五南出版社。  延伸查詢new window
2.陳國泰(2012)。協助國小數學資深優秀教師以認知學徒制輔導新手教師的學科教學知識發展之協同行動研究。高雄：麗文。new window  延伸查詢new window
單篇論文
1.Lee, J.，Meadows, M.，Lee, J. O.(2003)。What Causes Teachers to Implement High-Quality Mathematics Education More Frequently: Focusing on Teachers' Pedagogical Content Knowledge(ED472327)。  new window
2.Stough, L. M.，Palmer, D. J.(2001)。Teacher reflection: How effective special educators differ from novices(ED 463279)。  new window
3.Hammrich, P. L.(1990)。Schema Differences among Expert and Novice Teachers in Reflection about Teaching(ED344837)。  new window
4.Chubbuck, S. M.(2008)。A Novice teacher's beliefs about socially just teaching: dialogue of many voices(ED 816 751)。  new window
5.Zheng, J.(1992)。An exploration of the pedagogical content knowledge of beginning and experienced ESL teachers(ED 343 903)。  new window
6.Tan, S. K. S.(1994)。Differences in novice and competent teachers' knowledge(ED 375 130)。  new window
7.Stough, L. M.，Palmer, D. J.，Sharp, A. N.(2001)。Teachers' reflections on special education students' cognitions: An expert-novice comparison(ED452 626)。  new window
8.Schmidt, M.(2005)。Mentoring and being mentored: The story of a novice teacher's success(ED 492 392)。  new window
9.Sato, M.(1990)。Practical thinking styles of teachers. A comparative study of expert and novice thought processes and its implications for rethinking teacher education in Japan(ED 339 683)。  new window
10.Lin, S. S. J.(1999)。Looking for the prototype of teaching expertise: An initial attempt in Taiwan(ED 434 894)。  new window
11.Loughran, J.，Gunstone, R.，Berry, A.，Milroy, P.，Mulhall, P.(2000)。Science cases in Action: Developing an understanding of science teachers' pedagogical content knowledge(ED 442630)。  new window
圖書論文
1.白青平、林新發(2000)。台北縣市國民小學初任教師工作困擾與解決途徑之研究。願景與承諾：展望新世紀的師資培育。臺北：臺灣書店。  延伸查詢new window
2.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：Pergamon Press。  new window
 
 
 
 
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