| Summary: | 碩士 === 臺中師範學院 === 自然科學教育學系碩士班 === 92 === A one-year research probes into instructional representation of elementary teachers in integrated curriculum. This research adopts case study by developing a curriculum model to study the two employed experimental teacher’s instructional representation, through interview, classroom observation, and data to analysis their similarities and differences on instructional representation, as well as collecting correlative factors as affecting the adoption of instructional representation. Major findings are as follows:
I. Both teachers’ styles of instructional representation
consist of illustration, example, multimedia exhibition,
praise or encouragement, remind and hortative, question
& answer guide, observation, manipulation, group
discussion, presentation, creations, result exhibition,
and etc. These styles of instructional representation
can be sub-divided into three categories by the extent
of mutual participation of teacher and students as
Mainly Teacher, Student-Teacher Interactive, and Mainly
Students. Most representation that were used by
science teachers in the past, such as simple verbal
illustrating, metaphor, analogy had rarely been observed
in this study. Yet, the instructional representation of
student-orientation style was more often found, which is
one major difference from the past research.
II.Both teachers’ instructional representation were
rich, diverse, and student-orientation most of time.
They initiate students’ interest and opinion by
flinging questions, or learning of groupcooperation.
Also sophisticatedly deployed multimedia for teaching,
encouragement, and remind to construct a merit
atmosphere for the classes. By the influence of content
knowledge, and pedagogical knowledge, although both
teachers used the same instructional representation ,
there would be different way of presenting, so were the
outcome.
III.The factors that may affect instructional
representation are: teaching preparation, revision
after teaching, teacher’s belief,school facility,
ecological resources of school, desk work execution
reference of student preparation in the past, the aid
from professional communities, and time-arrangement.
By above findings, the reseacher offer practical advices for teachers schools, and education institutions.
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