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題名：生物教師的教學信念、教學、與師生互動--個案研究
書刊名：科學教育學刊
作者：佘曉清
作者(外文)：She, Hsiao-ching
出版日期：1999
卷期：7:1
頁次：頁35-47
主題關鍵詞：生物教師的信念；教學；師生互動；Teacher's belief；Classroom practices；Teaching-student interaction
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(8) 博士論文(5) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:7
  • 共同引用共同引用:13
  • 點閱點閱:29
　　　　　本研究採用訪談與教室觀察法研究一位國中生物教師的教學信念、教學方式、學 生與教師的互動情形，進行為期一年深入的觀察研究。結果顯示該教師的教學信念為：教學 應優先培養學生主動建構知識、邏輯思考的能力，並培養尊重週遭的生物和非生物的情操， 以及合作學習的精神。其教學信念促使其教學以問問題方式引發學生思考為主要模式，配合 課程內容以多元化方式進行教學，進而營造出師生互動頻率極高且生動活潑的科學學習環境 。師生互動結果顯示出教師所引發之主要問題為概念性問題，其次為整合分析創新問題，同 時給予學生的回饋中最多是重覆答案，其目的多半是為考驗學生的思考或加強正確答案，其 次為問進一步的問題和澄清概念。研究結果充分顯示教師的教學信念不僅反應在其教學的方 式和內容之中，同時也反應在其與學生的互動關係中。除此之外，期望此個案的研究發現可 提供給生物教師們如何營造一個促進學生思考性教學的具體典範。
　　　　　The purpose of this study was to investigate a biology teacher's belief, Classroom practices, and her interaction with students in a middle school biology classroom for a year. Classroom observation and interviews provided the data for this study. Results indicate that hte teacher's beliefs are to make students independent thinkers, understand science knowledge, think logically, make everyday decisions base on science principles, recognize there are many other living organisms in this word besides, human beings, and to respect all life. Her classroom practices mainly used questioning strategy to facilitate opportunities for students active involvement in their own learning. In addition, she is quite flexible for using different strategies, supplements materials to make her teaching interest and closely related with students' daily life. Because of the teacher used questioning strategy as her main teaching practice, therefore, create a higher frequency of interaction in her classes. There is about more than 22 questions were initiated by the teacher per class, the most frequent questions were initiated by the teacher were conceptual and process questions, and the teacher gave students many more restating answer to challenge students, asking students further questions, and making clarification. Results seem to indicate that the teacher's belief somehow has impact on her teaching practice and her interaction with students.
期刊論文
1.Dweck, C. S.、Davidson, W.、Nelson, S.、Enna, B.(1978)。Sex differences in learned helplessness: II. The contingencies of evaluative feedback in the classroom and III. An experimental analysis。Developmental Psychology，14(3)，268-276。  new window
2.Watts, M.、Bentley, D.(1987)。Constructivism in the Classroom: Enabling Conceptual Change by Words and Deeds。British Educational Research Journal，13(2)，121-135。  new window
3.Carlsen, W. S.(1991)。Questioning in classrooms: A sociolinguistic perspective。Review of Educational Research，61(2)，157-178。  new window
4.Deal, D.、Sterling, D.(1997)。Kids ask the best questions。Educational Leadership，54(6)，61-63。  new window
5.Dusek, J. P.(1975)。Do teachers bias learning?。Review of Educational Research，45(4)，661-684。  new window
6.Jones, M. G.、Wheatley, J.(1990)。Gender influences in teacher-student interactions in science classrooms。Journal of Research in Science Teaching，27(9)，861-874。  new window
7.McMillan, J. G.、May, M. J.(1979)。A study of factors influencing attitudes towards science of junior high school students。Journal of Research in Science Teaching，15，217-222。  new window
8.Rowell, P. M.、Gustafson, B. J.(1993)。Beginning to teach: Science in the elementary classroom。Alberta Science Education Journal，26，4-10。  new window
9.She, H. C.、Barrow, L. H.(1997)。Gifted elementary students' interactions with female and male scientists in a biochemistry enrichment program。Journal of Elementary Science Education，9(2)，45-66。  new window
10.Stallings, J.(1980)。Allocated academic learning time revisited, or beyond time on task。Educational Researcher，9，11-16。  new window
11.Gallagher, J. J.(1991)。Prospective and practicing secondary School Science teachers' knowledge and beliefs about the philosophy of science。Science Education，75(1)，121-133。  new window
12.佘曉清(19981200)。中學科學教學環境中師生互動量表的發展與研究。科學教育學刊，6(4)，403-416。new window  延伸查詢new window
13.佘曉清(19980100)。Interaction between Different Gender Students and Their Teacher in Junior High School Biology Classes。Proceedings of the National Science Council. Part D, Mathematics, Science, and Technology Education，8(1)，16-21。  new window
14.Fisher, D.、Fraser, B.、Cresswell, J.(1995)。Using the Questionnaire on Teacher Interaction in the professional development of teachers。Australian Journal of Teacher Education，20，8-18。  new window
15.Smith, E. L.、Blakeslee, T. D.、Anderson, C. W.(1993)。Teaching strategies associated with conceptual change learning in science。Journal of Research in Science Teaching，20，111-126。  new window
16.Brickhouse, N. W.(1990)。Teachers' beliefs about the nature of science and teacher relationships to classroom practice。Journal of Teacher Education，41，53-62。  new window
17.Shavelson, R. J.、Stern, P.(1981)。Research on teachers' pedagogical thoughts, judgments, decisions, and behavior。Review of Educational Research，51(4)，455-498。  new window
會議論文
1.Fennema, E.、Sherman, J.(1976)。Sex-related differences in mathematics learning myths, realities and related factors。The annual meeting of the American Association for the Advancement of Science。Boston, MA。  new window
2.Martin, R.、Keller, A.(1974)。Teacher awareness of classroom dyadic interactions。The annual meeting of the American Educational Research Association。Chicago。  new window
3.She, H. C.(1997)。Gender difference in teacher-student interaction in high and low achieving middle school biology classes。Annual meeting of the National Association for Research in Science Teaching。Chicago, IL。  new window
4.She, H. C.、Fisher, D.(1999)。The Validation and use of the TCBQ in studying secondary science classroom interaction and its association with students' attitudinal and cognitive outcomes in Taiwan。The annual meeting of the National Association for Research in Science Teaching。Boston, MA。  new window
5.She, H. C.、Fisher, D.(1999)。The development and application of a teacher-student interaction questionnaire in science classes in Taiwan。The annual meeting of the American Educational Research Association。Montreal。  new window
學位論文
1.Thompson, A. G.(1982)。Teachers' conceptions of mathematics and mathematics teaching: Three case studies(博士論文)。University of Georgia。  new window
2.Emmer, E.(1967)。The effect of teacher use of student ideas on student verbal initiation(博士論文)。University of Michigan，Ann Arbor。  new window
圖書
1.Good, T.、Brophy, J.(1991)。Looking in classroom。New York：Harper Collins。  new window
2.Lockheed, M.(1975)。Some determinants and consequences of teacher expectations concerning pupil performance: Beginning teacher evaluation study。Princetion, NJ：Educational Testing Service。  new window
3.McDonald, F.、Elias, P.(1976)。The effects of teaching performance on pupil learning, Vol. 1 final report. Beginning Teacher Evaluation Study, phase 2, 1974-1976。Princeton, N. J.：Educational Testing Service。  new window
4.Wubbels, Theo、Levy, Jack(1993)。Do You Know what You Look Like? Interpersonal Relationships in Education。London：Falmer Press。  new window
單篇論文
1.Good, T.，Brophy, J.(1972)。Changing teacher behavior: An empirical investigation，University of Missouri。  new window
圖書論文
1.Brophy, J.(1985)。Interactions of male and Female students with male and female teachers。Gender Influences in classroom Interaction。Academic press, Inc.。  new window
2.Simpson, R. D.(1987)。Relating student feelings to achievement in science。What research says to the science teacher, vol. 1, National Science Teachers' Association。Washington, D. C.。  new window
3.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
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