國小初任教師歷史學科教學知識之研究－以台灣史為例

• Main Authors: Lai Nei-chi, 賴乃綺
• Other Authors: 張雪君
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/46023109223650256053

碩士 === 國立臺中教育大學 === 社會科教育學系碩士班 === 98 === The purpose of this research is to explore two novice elementary school teachers (one majors in social study, the other one majors in science) formulated the integrated curriculum with their own PCK and how they present in teaching Taiwan history. The data sources were from the classroom observations, interviews and videotapes, teacher-researcher communications, and teachers and researcher logs. Based on the data analyses, the findings of this study are described as follows. One of the teachers who had a major in social study constructed concepts about Taiwan history better, because of her background in historical training. She has also used diversity teaching methods to present concepts by her past learning experiences. The major of the other teacher was science. She encountered difficulty to understand some of the basic concepts about Taiwan history and knowledge of teaching skills. Through the PCK of the mentioned teachers, there are a lot of differences; they both showed that the typical novice teachers would have faced difficulties, lack knowledge on students and lack of knowledge on teaching situations. Therefore, they would improve and accumulate their experiences by interacting with their students through teaching. Both of the two teachers are also hoping to have some supports to be granted from administrations of schools, by providing more resources and quality conversations between novice teachers and expert teachers regarding the history teaching. This would allow the novice teachers to gain more experiences on both theory and practice in advance. The results indicated that the development of the two novice teachers’ PCK was influenced by past learning experiences, personal teaching experiences and collegial interactions. The constructive source of PCK would be different because of different education background, and this is one of the major reasons that influence and affect the PCK developing on both novice teachers.