國小教師國語文教學實際知識之敘述探究

A Narrative Inquiry on the Practical Knowledge of Mandarin Chinese Teachers in Elementary Schools

近年來，有關教師教學知識的研究日益受到重視，因為教師在教室中的各種教學行為，都源於其教學知識及其教學經驗。語文是一切學習的基礎學科，影響其他學科的學習表現甚鉅，而教師的語文教學實際知識，即為語文教學專業上的關鍵因素。因此，本研究旨在探討資深國語文優良教師所具有的語文科教學實際知識內涵，藉以發現影響國小教師國語文教學專業成長的相關因素。本研究採用敘說探究方式，透過立意取樣，選擇三位資深（20 年以上）具有國語文專業知能的個案教師，針對教育現場實際教學經驗作深入的回顧與探究。研究結果指出，教師的國語文教學的實際知識和其成長背景、家庭教育、求學經驗相關，顯示以往的小學受教經驗會影響到教師的教學實際知識，而教師的自我認同亦是關鍵因素。最後，本研究根據相關的研究發現，提出國小教師國語文教學實際知識增長及教育專業成長的相關建議。

The purposes of this study were to explore the practical knowledge of Mandarin Chinese teaching of experienced teachers in elementary schools. It would also explore how experienced teachers apply his/her pedagogical content knowledge of Mandarin Chinese teaching in the classroom. The data was collected mainly by narrative inquiry. The findings of this study were as following: The content of teachers’ practical knowledge concernedabout their previous experience， including their growth， family background， and learning experience. Teachers should identify themselves with outstanding mentors， and then they would improve teaching progressively. Lastly， this study provided some suggestions forachieving teacher’s professional growth based on the findings of research.