An Interpretative Research of The Teacher’s Instructions Affect The Students to Construct And Understand.

• Main Authors: Wang Chien Yi, 王倩怡
• Other Authors: 幸曼玲
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/21076469781548632077

碩士 === 臺北市立師範學院 === 科學教育研究所 === 92 === The purpose of the research was to interpret the condition of a case teacher in teaching scientific course of forth-grade. The main objective in the research is to investigate the case teacher’s belief and to find out the students’ progress of they constructing and understanding in the process of teacher teaching. This research adopted an interpretative methodology, gathering data in the case class. The subject was the researcher’s classmate in graduated school. The researcher selected five students as the illustration to reflect the case teacher teaching. Data were collected through participate observation, interview and document analysis. According to the research purpose and method, the findings of this research were as follows: 1. The conditions of the case teacher teaching were: 1) The case teacher planned for teaching in this term from the first. He still worried about rate of progress, so that he avoided to spend on discussions. 2) He emphasized that the orders were very important, but he couldn’t managed the class in good order. 3) The rules of the case teacher in the class were diversified. 4) The pedagogies were traditional method. 2. The case teacher’s belief were: 1) He believed that the science could changed, but the students couldn’t have mistrust of the instructions. 2) The theories and practices of education could be separated. 3) The students must be responsible for the achievements of learning. 3. The progress of the students constructing and understanding were： After teaching of the case teacher, there were three phenomena in the students： 1) The students were lack of the chances to explore actively. 2) The case teacher didn’t encourage the students to learn timely. 3) The students couldn’t increase interests in learning.