學習教學：一位國小初任教師教學知識成長的歷程

Learning to Teach: Growth of an Elementary School Novice Teacher's Teaching Knowledge

本研究的目的，旨在探討一位國小初任教師學習教學的歷程，包括其運用哪些教學知識、該教學知識的發展歷程，以及受到哪些因素的影響。本研究採用質化研究取向，蒐集資料的方式則包括自然觀察、深度訪談，以及文件分析。經過近二年的探究，研究者獲得幾個主要的研究發現：（1）在學習教學的歷程中，國小初任教師所運用的教學知識包括「如何做好班級經營」、「一般教學法知識」及「學科教學法知識」；（2）國小初任教師的某些教學知識，乃從其早年經驗的省思中發展而來；（3）國小初任教師受職前教育影響而形成的教學知識，許多皆屬於原理原則的初步概念而已，及至實際教學後，才逐漸形成具體的策略性知識；（4）國小初任教師從第一年的教學過程中獲得許多教學知識；（5）影響國小初任教師教學知識發展的因素包括早年的生活經驗與受教經驗、師資培育課程、實習輔導老師、實際的教學經驗與體會、學校同事，以及參與本研究的影響。

The purpose of this study is to investigate one elementary school novice teacher on his knowledge of teaching， development of this knowledge， and factors affecting its development. Qualitative research method was used for case study. Data were collected by naturalistic observations， interviews， and documentary analysis. Following results were found after two years of research: (a) The contents of teaching knowledge of the elementary school novice teacher included primarily the following: knowledge of classroom management， knowledge of general pedagogy， and knowledge of pedagogical content. (b) Due to influence of early experiences， novice teacher developed some teaching knowledge. (c) The elementary school novice teacher got the preliminary concepts of her teaching knowledge from teacher education courses， and these preliminary concepts were later validated in her teaching experiences. (d) The development of elementary school novice teacher's teaching knowledge during the first year was obvious， due primarily to his own teaching experience. (e) Factors affecting the elementary school novice teacher's teaching knowledge included the early experiences， teacher education courses， supervising teacher， teaching experience， school colleagues， and the effect of this researcher.