閱讀全文 購買本期 | |
篇名 |
認知師徒制對一位中學數學實習學生教學實務知識與信念的改變
免費試閱
|
---|---|
並列篇名 | Pre-service Mathematics Teacher's Change about Teaching Practice and Belief through Cognitive Apprenticeship |
作者 | 李浩然、陳彥廷、柳賢 |
中文摘要 | 本研究旨在運用認知師徒制的實習輔導策略,探討一位中學數學實習學生在輔導教師以提問促進反思的過程中,教學實務知識與信念的轉變,進而說明教學實務知識與信念間的相互影響。蒐集的資料包括實習學生設計的教案、試教影帶、教學心得與反思札記、提問促進反思的對話語料及輔導教師的教學觀察與提問札記。研究結果發現:研究初期,個案學生所呈現的信念為傳統導向。透過輔導教師的提問與其自身反思後,他逐步精緻對學生知識理解特性、學生學習困難、教室管理技巧與教學策略的教學實務知識,進而抱持建構主義導向的信念。本研究最後呈現實習學生教學實務知識與信念間相互影響的過程,並針對如何促進實習學生專業成長及未來研究提出建議。 |
英文摘要 | The purpose of this study was to explore an junior high school pre-service mathematics teacher's change about teaching practice and belief after a mentor teacher's questioning and his reflection. The teaching plans designed by pre-service, the teaching videos, the notebook of observation written by the mentor teacher, the reflective notebook written by pre-service teacher, the interviewed records were collected. The findings of the research indicate that the pre-service teacher had "traditional" beliefs at the beginning. He had "constructivist" beliefs after attending this program with questioning-reflection. |
起訖頁 | 29-61 |
關鍵詞 | 反思、信念、教學實務知識、提問、reflection、belief、teaching practical knowledge、questioning |
刊名 | 教育與心理研究 |
期數 | 201303 (36:1期) |
出版單位 | 國立政治大學教育學院 |
DOI |
|
QR Code | |
該期刊 上一篇
| 不同世代的志工與非志工的動機與價值差異分析:親子對偶比較 |
該期刊 下一篇
| 美英兩國課程推廣發展背景之探析:從1960到1980年代 |