學科教學知識的內涵與發展歷程：以三位國小自然與生活科技資深專家教師為例

Contents and Development of Pedagogical Content Knowledge: A Case Study on Three Elementary School Experienced Expert Natural Science and Living Technology Teachers

10.7044/NHCUEA.200706.0029

陳國泰(Kuo-Tai Chen)

國小自然與生活科技 ； 資深專家教師 ； 學科教學知識 ； 發展 ； elementary school ； experienced expert natural science and living technology teacher ； pedagogical content knowledge ； development

新竹教育大學教育學報

24卷1期（2007 / 06 / 01）

29 - 60

繁體中文

本研究針對三位國小自然與生活科技資深專家教師，深入探討其學科教學知識的內涵與發展歷程。研究方法採質化研究取向，蒐集資料的方式包括自然觀察、深度訪談及文件分析。經過一年半的探究，本研究獲得幾個主要的研究發現：一、國小自然與生活科技資深專家教師學科教學知識的內涵包括「教學信念」、「教學目標知識」、「學科知識」、「學生知識」、「課程知識」及「一般教學法知識」；二、國小自然與生活科技資深專家教師的學科教學知識之發展歷程：（一）國小自然與生活科技資深專家教師的學科教學知識內涵間之相互理解歷程，即為其學科教學知識發展的歷程；（二）國小自然與生活科技資深專家教師深受早年受教經驗之影響，許多學科教學知識皆從省思過往經驗中發展而來；（三）國小自然與生活科技資深專家教師從省思受教經驗中發展而來的學科教學知識，在經由學生的正面回饋後而進一步受到強化；（四）國小自然與生活科技資深專家教師的學科教學知識不斷從在職進修、擔任師院教授的國科會研究助理與國教輔導團輔導員，以及教師成長團體中獲得發展。

The study investigated three elementary school experienced expert natural science and living technology teachers on their pedagogical content knowledge and the development of this knowledge. Qualitative research method was used for case study. Data were collected by naturalistic observations, interviews, and documentary analysis. Following results were found: 1. The contents of pedagogical content knowledge of the cases included primarily following: teaching belief, knowledge of teaching goals, subject knowledge, learners' knowledge, curriculum knowledge, and knowledge of general pedagogy. 2. The development of the pedagogical content knowledge of cases were elaborated in terms of 4 points as follows: (1) The development of the pedagogical content knowledge of the cases is lateral. (2) The cases forms most of the pedagogical content knowledge from the reflection of early learning experiences. (3) The pedagogical content knowledge of cases reflect from the early educational experiences is developed more steadily After receiving the feedback of students. (4) The pedagogical content knowledge of the cases is continued developing from the in-service education program, acting as the instructor of the ”Compulsory Education Advisory Group”, participating in academic research, and participating teachers developmental group.

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