• 沒有找到結果。

從學科觀點探究建構教學理念於國小各科教學之應用(II)

N/A
N/A
Protected

Academic year: 2021

Share "從學科觀點探究建構教學理念於國小各科教學之應用(II)"

Copied!
5
0
0

加載中.... (立即查看全文)

全文

(1)

(2)   

(3)   An Exploratory Study of the Implementation of Constructivist Approach to the Teaching of Subject Matters in Elementary School: Perspectives from the Disciplines (II). .

(4)          .       ! "#$%&'() *+),.  

(5)   .  !"#$%&'()*+ ,-./0123456789. :; <=>?%&'( @A!BCDE +FGHIJK2LM NOPQRST.U VW# X@)YZ[\6:;]^_ $@`!Ja"#$ '(bc:;d@' ( !ef:g*h3i jN.@klBCmJno p<=qr`!stu bv)*wxp<=qr +yz3{i|}~ @'(C€^*‚ƒ b !.. among science teacher’s epistemology, teaching tasks, teaching processes, and evaluation. The co-inquiry group process applied in this study was helpful in clarifying and building teachers’ constructivist pedagogical content knowledge, but its effectiveness in changing teachers’ beliefs in science teaching was not obvious. Because the promises of constructivist teaching in science education were limited by the personal epistemology and traditional conceptions of discovery learning, it is important to clarify the differences between constructivist teaching and discovery learning and to raise teachers’ consciousness of science teaching and learning.. Abstract This study, as a part of a five-year study, examined the constructivist teaching practices in elementary science classrooms. Applying a cooperative action inquiry approach, this study found that there are correlative factors. „ †‡+> ˆ  !‰Š ‹bcŒŽ4 I+‘ ’“”•.–0—no` ! !}˜m™ š ›œž™›8Ÿ+BC @™ ¡¢£: 1.

(6) ;¤¥¦§¨„+©ª «¬I­®¯°+±²:g³ q´no:;µ@U¶·¸. =m÷ø™ùúñû™ü ý˜XÎϝž™þ üÑNOP1+ ™˜ß5$× =õfù ú(Î@ ÷

(7) ™#b ó ¶8 VÙñUí ™^îèÈiØ# a<ï˜`!mf`! ÙñÎÏí™?`!3 6ÑÌÛÜ™'q. ’“¹º»¼½¾¿ÀÁ 86à . S"ÄÅÆÇ%&fIb v^w !$%& Èbv)*+,-É%& @bvŸÊ. Ë$Ì 9 0Í "#XÎ Ïm' ( Ðч56789. :;9 "#ҁ+bc )*.› >ÓÔÕ »ÃÖ×>?%&'(=Ø J@'(A!. »ÃÖ× !"#$'( Ù. »ÚÃ/0@)YZ[±)+\ 6ÛÜ%&'(@ `!. »ÝÃÞ<%&'(ß# ­®+:;. »

(8) ÃÖ×%&@'(A! à£Jabc¦ á. »âÃÖ×"#$%&'( )*+,-. »ãÃÖ׳%&™'( qJBCtu. »äÃÖ×%&'(åtu qæ§Jçè\6 ST..  (Driver & Oldham, 1986).Ì !"™#$ìL%&–' K(`!4±)¸bc )*+. ,>?%&'(=+ @'(A!U¶-.. ¤/01%2éh 34 m<=Õ ()>?%&@³'( A!‡BCDEHI +K25Ýk6g78–9˜ :k;ÌMOPQRST. ()¥[U¶>?%&@X'( A!<=BC£z+›89. BC¤>?9 D E4@A+<BC< HI4DEK2K2. (Ú)iFG%&@:H A!–9Œ^yzM.%&@ ³^QpBCIJrp<BC<r p@ArmJpKLK2r5Ý HSTMúŒyz Nj. Œ%&@8S OD' ( 0mJHFGiUM A!Œyz.. Úéh+êë ËŒ"# !$' (ì@"í™^îè< ïq>+ðñ(Îí™Ñ ‡&±êëò6óÑô[=õö. (Ý)%&@'(A!+aW #FGXLNjMPi QRQRS.%&@TOA'( 2.

(9) Ë`!¸IUi£ '(ŒT¤BC nV

(10) ™3xWX`!mJ 4KLK2@T<=¯°W #mBC ›FGñO³ ‚TOABC qY›89. éhZ^[³i£\ '(ŒT¤>?9. ÷

(11) ™›8<B4@ A+]^DEK2@ÏT<= ¯°W#m™ ›FG._ ,ÛÜ%&@ ! Ö×%&@'(A!¢£ Jbc¦á `a /0@)YZ[:;@ ³ !+bc56êë+ bc'd.eÚfg„âf êë8ûhi³ !­Ä$'(bv:; +OQjklm>?^Vnoêë !ep’,Ÿ+@bq bcl 7%&êë.“rs @·›8Þt‚%&'ujk )*+vwxy˜zDbÐ ýN'uà£+™– "U{êbc'ubc ;Ìü |˜àX}+8 ~f:ú._ €ÔMŒŸ+lÍö. 8œ¸“4Œe@·žN qRŸ š=.Ÿ+ )¡¢\‡$lÍ£»6 Ã“D͵@$¤V¥¶ 3{x·ðÞtåí N ¦å7§¨t6 – 'Sêë©1.“[U¶ ª«è¬ITT‘ˆ ™š !@)¡­®¯® °3±²³._ ˌ𴵟ˆ@· B¶)YZ[\6:; q è:;^*· )YZ[¸4> ?êëJl %&"¹b1Œ º_.(Uil FGµ@ Ÿ+)YZ[^i»3@¼ B¶Ÿˆ@)YZ[^_$ !½¾+–'“DÍ@B¶Ñ ‡l Œ8mŽa¿@ :úU/0êëP8Àˆi @³'B°S ^îè +a¿@%&klšxD£ xÁikl'Aûx^ @»‰s·ÂÃÄ@ÃB¶ ÅÆZ[P8^_$}~@ ÇȟÉ{@Ê BCmJ–'kl0I ¸ËÌÍ_™4±ÎBC._ ¬$³™qtu mJtuåbvæ§ STM'(bv 3Ï÷øÐDѬ+1S ' (Ò,^zDb ¨„¤9. +<=q`!(UxW S Ì^i£@m %±ób š5$m¬$ 0I”¸Ó™ÔÕb ŒI <=VÖWX×Ø3ÏÙ%. =‚ƒ„»‡ 16 l‰f‚¬ 9 lÃ^@)¸ †‡Ÿˆ3‰ ˜$klŠ‹Vmè^Œv= õ.U¶@ŽÞx $<¶‡$^@Ž‘’ è1“*h‰Š‘Î ^@”•–8—(˜ úi×a™š`!^@ šxìš›ö=`1. 3.

(12) "¹™îè9ÚÈ8S ™Ûd`!7BC4± ó._ ÑN@)YZ[êë%& mJbq¦å§bk aÜ«éh¼<=tu'( )*“QÝ$@ Ê­®BCmJ÷

(13) ™ dÊc|Í_`! .“ DÍ@·®­'(ÞßÐà @ʳ'(­®BC·iÐ Ö×ËÌ@kl8M^ Ûd`!U^*÷

(14) ™7 9Úá) '(“¹º xâã“DÍ@·’ äå@æ ç7eèëè³'(é 7bcóÖA¦§÷

(15) ™ ¨„b ŒI7BCi._ ¬$™q:gDÍ @·–9X^_$™ ›8dÊ3{™<B ê ë01 xXˆizD.( Ux^@†˜³ì),™J íîU¶ )*ð¸^,.ñ!™q q´òYó5+]ô@V õŸK2:;5STx ·³bv)*^Vtu._ SÌö8bv ! ìhi÷@'( ­®BC}~Àø࣠7ù l¡@JòY³súŸm JK2!:Éࣙ qq´ƒb'(bv  ùûϔ¸@Q; ࣳ™'(BCqmJ 9  ÛÜü˜b1Œ_±._ _. Ý„ )h'K_ Ë$ X<=ýþö8  !^wˆž @)YZ[ ê83{ê ë8ˆ¦eDE¶Þ+ qÑm@BCË+ @³ !·Bº_ @™!Œ.. l ef@ !+ '(bc—^zDw . 

(16) STÓÔÑ  7ù l¡JòY]^ž ࣠qK2:;3{\ôS Ÿ5._  Ÿ ÞX qS 4 f}Ÿ+@ ^Q)YZ[8m4 Ÿ+@^VŒv« 8. i0e´µŸ+@ü·ð Þtåí Y§+¨t3 ³a7bc–'â8 .(U x^

(17) l +ì L,-³Èåtu çè\6ST:gρ®¦ ×SÌ™K'( )*ϸÏ 8 mˆ :=._ _

(18) ŸÊ_ ¼½¾¿ÀÁ»Â à Õ  !ŠøJa"#. 3,179-208. Driver, R. & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Eduction, 13, 105-122. And, other references. 4.

(19) 5.

(20)

參考文獻

相關文件

• Enhancing Assessment Literacy in the English Language Curriculum at the Secondary Level: (I) Reading and Listening Skills. • Enhancing Assessment Literacy in the English

•providing different modes of support in learning tasks (e.g.. You are a summer intern in the publicity team of Go Green, a non- governmental organisation committed to

• To enhance teachers’ understanding of the major updates of the English Language Education Key Learning Area under the ongoing renewal of the school curriculum;.. • To

 Literacy Development  Using Storytelling to Develop Students' Interest in Reading - A Resource Package for English Teachers 2015  Teaching Phonics at Primary Level 2017

• e‐Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level. Language across

help students develop the reading skills and strategies necessary for understanding and analysing language use in English texts (e.g. text structures and

• e‐Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level. Language across

- Informants: Principal, Vice-principals, curriculum leaders, English teachers, content subject teachers, students, parents.. - 12 cases could be categorised into 3 types, based