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

• Main Author: 林繼生
• Other Authors: 單文經
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/66195829499171779796

碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 93 === 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.