國小教師於科學教學的口語解釋研究

A Study of the Verbal Explanation of Elementary Teacher while Teaching Science

10.6173/CJSE.199809_6(3).0004

黃達三(Dar-Sun Huang)；賴玉春(Yu-Chun Lai)

口語解釋 ； 解釋類型 ； 解釋架構 ； Verbal Explanation ； Explanation Type ； Explanation Framework

科學教育學刊

6卷3期（1998 / 09 / 01）

285 - 302

繁體中文;英文

本研究的目的在於探究國小教師在自然科（科學）教學時，口語解釋的類型（types）。文獻探討包括：有關教育學、科學哲學、以及日常情境的解釋並作為分析的重要諮詢資料。在台東地區的國小一、二年級教師各四位參與本研究。每位教師各錄六節課的自然科上課時的講解論述，並經由轉錄成為書面資料。利用連續比較的方法來分析書面資料。經詳細分析的結果，得到六種解釋的類型：形而上的（metaphysical）、實用型的（practical）、類比的（analogical）、擬人化的（anthropomorphic）、功用的（functional）、恆真的（tautological）。

The purpose of this study was to investigate the nature of explanation given by science teachers in elementary science classrooms. The literature on explanation in pedagogy, philosophy of science, and everyday discourse were utilized to develop the conceptual framework for this case study of eight elementary school teachers. Data were collected by direct observations on 48 class periods during which the classroom discourse was audiotaped and later transcribed. The constant comparative method was used to analyze the transcripts. Six types of explanations were revealed by the classroom discourse. The characteristics of the explanations suggested that they were best described as metaphysical, practical, analogical, anthropomorphic, functional, and tautological.

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