高中職商業類科教師教學的認知腳本之分析－從師資生的觀點

The Research of Cognitive Scripts for Business Category High Schools Teachers’ Teaching－ From the Viewpoint of Student-Teachers

本研究旨在以師資生的觀點，探討高中職商業類科教師教學的認知腳本以及其省思內涵。為達此目的，本研究採行動研究法，以12 名修習「教學實習」課程的師資生為研究對象，其中商經科6 位，資料處理科6 位。在他們接受六周訓練方案後，以參與觀察方式，實地觀察及登錄10 位高中職商業類科專任教師的教學互動及腳本活動，輔以腳本分析及關鍵事件分析法，據以分析師資生對於高中職商業類科商經科及資處科等類科專家教師教學的核心腳本、期望腳本及正向腳本。研究結果顯示高中職商業類科教師教學的核心腳本，資處科教師教學的核心腳本偏向學科知識及學習成果的完成，商經科教師教學的核心腳本重在結合學生的生活經驗，師資生認為教師教學需再增加的期望腳本，資處科偏向作品完成及學習成果，商經科重在參考書。高中職商業類科教師的正向腳本，較師資生的認知腳本具複雜性且順序較早。高中職商業類科教師教學腳本的認知精簡性，以「講解」、「示範」及「練習」三段式教學為主，所強調認知腳本的重點也不同。

The research used action research and observation method to assess the cognitive scripts of secondary schools teacher teaching delivery. In order to reach this goal， the objects were 12 student-teachers who accepted six weeks training program. There were 6 commercial courses and 6information student teachers who observed 10 high schools teachers with teaching experience of five years and above. Cognitive scripts and critical incident technique were used to analyze core scripts，expectation script， and the forward script. The results indicate information teachers’ core script to pay much attention to subject knowledge and study achievement. Commercial course teachers’ core script were heavily linked to student's experience of life. Student-teachers wanted information teachers to increase expectation script on works and outcomes. Commercial course teachers’ expectation script focused on reference books. The cognition simplification was “the explanation，” “the demonstration”and “the practice” teaching activities with different emphases.