體驗區
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| 篇名 |
英語科專家／生手教師課堂教學之研究
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| 並列篇名 |
A Comparative Study of the Teaching Processes of the Expert and Novice Teachers
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| 作者 |
吳青蓉
、張景媛
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| 中文摘要 |
本研究旨在分析英语科专家／生手教师在课堂教学历程上的差异。本研究采「教育俗民志」的研究方法，以2位专家教师与2位生手教师为对象，针对其课堂教学历程进行一学期的观察研究，将所得资料从教师教导学生认知学习、提升学生学习动机、指导学生技能学习、及教师本身教学效能等方面来进行分析。兹归纳本研究之主要发现，作成结论如下：一、在教导认知学习方面：专家教师比较能依教学情境的需要适时调整教学；但是生手教师教学上较缺乏变化与弹性。二、在提升学生动机信念方面：专家教师采鼓励方式来激发学生的学习动机及学习意愿；但是生手教师，运用较多的口头警告与责备，来提醒学生专心于学习。三、在指导学生技能方面：专家教师会设法培养学生在听、说、读、写各方面简单的语文能力；生手教师，以考试教学为主，在学生沟通、会话和用语能力的培养上较少。四、在教师效能方面：专家教师对于自己的教学较有自信；但是生手教师多以学生的成绩表现来衡量自己的教学。
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| 英文摘要 |
The purpose of this study was to analyze the differences between expert and novice teachers in their teaching processes. In order to accomplish this purpose, the study was to observe the teaching process in a semester with the use of ethnography method. The subjects contained 2 expert teachers and 2 novice teachers. The data collected were analyzed from four aspects: the cognitive domain, the affective domain, the psychomotor domain, and teacher's efficacy. The major findings were summarized as follows: 1. The Cognitive Domain: the result from the qualitative analysis of the teaching process in-dicated that the expert teachers could properly adjust their teaching to fit the need of the teaching situ-ation; but the novice teachers lacked whole conceptions about teaching and their teaching was less var-ious and less elastic. 2. The Affective Domain: the result showed that the expert teachers could arouse students' learning motivation and learning spirit in an encouraging way; but the novice teachers used more verbal warning and rebuke to remind the students to concentrate their attention on what they are learning. 3. The Psychomotor Domain: the result indicated that the expert teacher could cultivate stu-dents' basic language ability in listening, speaking, reading, and writing; the novice teachers focused on test-teaching, and did less to develop the students' communicative ability. 4. The Teacher's Efficacy: the result showed that the expert teachers were more confident of their teaching; but the novice teachers judged their teaching effects by the scores of the students in test.
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| 頁次 |
017-033
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| 關鍵詞 |
專家教師
、teaching processes
、expert teachers
、novice teachers
、生手教師
、教學歷程
、TSSCI
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| 卷期 |
42:1
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| 日期 |
1997
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| 刊名 |
教育科學研究期刊
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| 出版單位 |
國立臺灣師範大學
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