國小新手與專家教師的國語科 PCK 之比較研究

A Comparative Study of Pedagogical Content Knowledge of Novice and Expert Mandarin Teachers from Primary School

本研究的主要目的，旨在針對國小新手教師與專家教師的國語科學科教學知識（PCK）進行比較，以做為其他國語科教師教學的參考。為達本研究目的，研究方法採質化研究取向，蒐集資料的方式則包括教室觀察、深度訪談與文件分析。經過半年的探究，本研究獲得幾個主要的研究發現：1.國小新手教師與專家教師皆具有教學目標知識、學科知識、學習者知識、課程知識及一般教學法知識；2.專家教師較新手教師在聽、說、讀、寫的教學目標上，具有更深入的理解，且對情意目標亦能兼重；3.專家教師較新手教師在國語學科內容知識上，具有更豐富的相關知識；4.專家教師較新手教師對於學生學習興趣與困難之處，具有更深刻的體認，且瞭解背後原因及解決之道；5.專家教師較新手教師在課程縱向連貫與橫向統整的知識上，具有更豐富的理解，且更能以學生的角度進行思考；6.專家教師較新手教師在一般教學法知識上，具有更豐富與深入的瞭解，且在相關教學策略與技巧上亦較為純熟。

The purpose of this study is to compare the pedagogical content knowledge of novice and expert mandarin teachers from primary school to provide suggestions to mandarin teachers. Qualitative research methods were used for this study. Data were collected from classroom observation, in-depth interviews, and documentary analysis. After spending six months collecting data, this study obtained a few main results. The following were research results: (1) Both novice mandarin teacher and expert mandarin teacher had knowledge of teaching objectives, knowledge of content, knowledge of learners, knowledge of curriculum, and general pedagogical knowledge; (2) Expert teacher had deeper understanding about the purpose of mandarin teaching, which included listening, speaking, reading, and writing better than novice teacher. Expert teacher could also care of affection purpose; (3) Expert teacher had plentiful content knowledge compared to novice teacher; (4) Expert teacher had deeper comprehension of students’ learning interest and learning difficulties better than novice teacher. Expert teacher also understand the reasons behind a problem. They knew the solution to a learning problem; (5) Expert teacher had plentiful understanding of both longitudinal coherence and lateral integration of curriculum better than novice teacher. Also, expert teacher could consider by viewpoints of student; (6) Expert teacher had mature general pedagogical knowledge viewpoints and consideration better than novice teacher. Expert teacher had better developed of relative strategies and skills, also they had mature purpose of implement and principles of implement.