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探討教學歷程中信念、知識與實務的相互影響--一位高中實習教師的個案研究

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表 1  教學信念、實務知識與實務之編碼  類別  編  碼  單項編碼說明  教師 信念  教師教學信念  教學內容信念  參考資料  他編教材是否具權威性,自編教材又應包含哪些內容與格式。  課程設計  個案在準備教學前,要設計該節課流程與內容時所 會考量到的因素。  授課內容  個案認為各類型的知識在不同的教學情境與單元 中所應該佔的比重。  教學過程 信念  教學流程  個案認為教學中不可或缺的要素活動,以及如何編 排上述要素活動和教材內容在教學時呈現的順序。 評量策略  個案認為哪些評量策略適用在
圖 2  個案教師「授課內容信念」轉變流程圖  段落(1-a):實際教學中加入生活實例有困難  雖然前訪談中個案認為化學概念和生活實例應佔相同的比重,但第二次試 教時,仍以單純解題為主,並沒有呈現相關的生活實例與類比。  段落(1-2):在教學中融入實例是來自輔導教師的建議  以下為第二次試教後與個案進行的立即訪談,個案教師說明為何沒有融入 生活實例(R:研究者,T:個案)。  (Tcp1024,Paragraphs 61-67)  61
圖 3  個案教師「學生學習困難的理解與困難解決」之資料庫  段落(2-b)、(2-3):利用類比有效幫助學生學習新概念  以下的對話來自個案第三次試教的影片轉錄稿,這節課也是上學期大學教 授來評分的課。個案與輔導教師討論後決定選上課態度最佳的二年丙班試教。  (VC1108 10:32~10:36)  9

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