以「誠」的理念為核心的教學實踐——一個高中國文教師的自我省思

Abstract

本研究以研究者本身為個案研究對象，探討高中國文科教師以「誠」的理念為核心的教學實踐，其中特別加入研究者實際教學過程中國文專業知識的表現。 為了達到上述的研究目的，本研究採用個案研究法，參與的個案教師比較特殊，乃是研究者自己，因此在性質上，本研究係為「觀察者」即「參與者」之個案研究。為達成研究目的，研究者以一學年的時間，運用教室上課記錄、日常與學生對話及自我省思日記、問卷與文獻分析等方法，蒐集研究所需之資料進行研究，希望能藉由詳細的資料呈現，了解個案教師教學專業知識的展現。 本研究共分為五章。 第一章為緒論，說明研究動機、目的、相關名詞解釋及研究範圍與限制。 第二章為文獻探討，詳細分析教師專業知識內涵、國文教師應具備之教學專業知識、「誠」的本意與思想淵源，希望建立必要的理論基礎。。 第三章為研究方法及設計，說明研究方法、研究架構與流程、研究場景與對象。 第四章為研究與發現，說明國文科教師應該具有的教學知識、課程知識、一般知識、學習者知識、教學推理與行動過程，最後是研究者自我省思及同學問卷反映。在本章中，研究者實際融合教學活動與教學理論，希望藉由個人之經驗，提供給國文教師教學之參考。 第五章結論與建議，總結研究結果，並提出建議。 本研究有下列三項主要發現： 一、教師之各項教學專業知識，包括學科教學知識、課程知識、一般教學知識、學習者知識、教學推理與行動過程等，彼此相生相發、互為因果，有著密不可分的關係。 二、「誠」是情意教學中很重要的一環，它的意涵可以展現在國文科教師教學專業知識中，在教學的過程中流露出來。 三、各項教學表徵可以互為表裡，彈性調整，彼此呈現循環的狀況；懂得活用各種教學表徵是教師必備的條件。 最後根據研究結果，研究者對教育單位、國文科教師、後續研究者提出具體的參考建議，希望對大家都有所幫助。This work involves the researcher himself in a case study to discuss how he as a teacher of Chinese carries out instruction based on the core principle of sincerity. The researcher’s knowledge on Chinese is incorporated in the actual teaching process. To achieve the research goal mentioned above, the current study adopts the method of case study, which is special here because the subject is the researcher himself. That is to say, the observer is in fact the participant. For this study, the researcher makes records of his teaching process, dialogues with students, reflection journal, questionnaire, and analysis on relating reference within one school year to collect data. It is anticipated that detailed data presentation will help understand how the participant uses his knowledge on the field of Chinese and Chinese teaching. The study includes five chapters. The first chapter introduces the motivation, purpose, relevant terminology, and the scope of this study. The second chapter presents the literature, carefully analyzes the content of teacher’s specialized knowledge, what a teacher of Chinese should know about his teaching, the origin and meaning of sincerity. It is expected that a theoretical framework can be established. The third chapter discusses the research method and design, including the framework and process of the study, research setting, and research subject. The fourth chapter presents the findings, explains what knowledge a teacher of Chinese should have, such as knowledge on instruction, course, general knowledge, learner knowledge, teaching analogy, and the action process. The last part is the researcher’s reflection and students’ comments on the questionnaire. In this chapter, the researcher combines teaching theory with the actual teaching activities with the aim of providing other teachers’ his own experience. The fifth chapter summarizes the whole study and proposes suggestions. There are three findings from this study: First, all kinds of knowledge of a teacher are closely intervened and related to each other, be it be knowledge on instruction, content of the course, general teaching principles, learner’s knowledge, teaching analogy, and the action process. Second, sincerity is a very crucial part in the teaching process. Its meaning can be revealed in the knowledge and teaching process of the teacher. Third, all the teaching features can be flexibly adjusted as they appear in a circle. It’s basic that a teacher knows how to use different teaching features appropriately. Finally, the researcher makes practical suggestions for the education ministry, other teachers of Chinese, other researchers of similar topics based on the results of this study.