Comparisons of Teaching Performance of a Beginning and an Experienced Biology Teachers in Junior High Schools ---With Information Networks in Animals and Homeostasis and Regulation in Organisms as Examples

• Main Authors: Kuo , Li-Yen, 郭立研
• Other Authors: 李田英
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/03931544710383345681

碩士 === 國立臺灣師範大學 === 科學教育研究所 === 93 === Investigated were the organizations of concepts sequences, teaching representations , questioning techniques, and laboratory teaching of two units “Information Networks in Animals and Homeostasis” and “Regulation in Organisms “ of a beginning and an experienced biology teachers in junior high schools. Two teachers came from the same school and were observed during the Dec. of 2004 to the January of 2005. Interpretive research method was adopted. Date were collected from classroom observations, video-tapes, field notes, interviews and documents and were analyzed through reviewing of tapes, transcripts, and triangulations. The findings were as follows: 1) the organizations and sequences of concepts were similar to textbook’s for both teachers, however, there were some minor modifications and emphasis on the concepts connections for the experienced teacher; 2) the representations of the experienced teacher were much richer than the beginning teacher, the graphs illustration was preferred by the beginning teacher and questioning was used very often by the experienced teacher, there were multiple representations for experienced teacher to help students understanding difficulties, however, there was only one repeated representation to help students for the beginning teacher; 3)most questions for the beginning teacher were related to classroom management, but, for the experienced teacher were related to teaching content; 4)the sequence for laboratory teaching for both teachers were same, however, the lecture method was used mainly by the beginning teacher and through questions to lead discussions was used more often by the experienced teacher; the management techniques in laboratory teaching of the experienced teacher were very skillful to worth referring to the beginning teacher. To provide more opportunities for teachers to promote their abilities in questioning skills, to list the rules and procedures in laboratory of the experienced teacher, and more studies related to the writing of textbooks, effectiveness of observing the teaching of experience teacher for beginning teacher, were recommended.