高職電腦教師教學信念之個案研究

Abstract

本研究以三位高職電腦教師為研究個案，根據教師訪談、課堂教學活動觀察及教師教學文件等資料蒐集方式，針對「知識與學習」、「師生關係」、「學生差異」、「教學歷程」及「評量」等五大教學構面，探究高職電腦教師之教學信念內涵並分析這些教學信念的影響因素。研究結果發現，個案教師認為訓練學生具備電腦操作技能是最主要的教育目標，計概重視學測、程式語言可有可無，教學上強調引起學生的學習動機並重視提供學生實作機會，偏向於不實施合作學習，教學大多以「教師為中心」。認為教科書不符實用上課以自行發展教材為主，他們均認為高職學生缺乏主動的學習態度，均持亦師亦友的態度。而高職電腦教師教學信念受個人因素、受教經驗、教學環境及經驗累積等影響，其中以經驗累積影響最大，而與個案教師先前受教經驗及師資培育課程的訓練對其教學信念影響不大。

This study is to investigate teaching beliefs of vocational high school computer teachers and factors which may result in these beliefs. Three vocational high school computer teachers, who were both experienced and highly recognized, were selected as the research cases. The teaching beliefs were examined from the following five dimensions: knowledge and learning, teaching methods, assessment, individual differences of students, relationship with students. The data collected and analyzed were questionnaires answered by the case teachers, interviews with the case teachers, classroom observations, and teaching materials from these teachers. The results show that the case teachers considered the training of computer operation skills as the most important teaching objective. The Introductory Computer Concepts course was regarded as important for preparing students for their future college entrance exam, while Program Language was seen as less important due to its difficulty to students. They believed that motivating students and providing them practice opportunities were essential in teaching. They were not in favor of cooperation learning. They all wished to keep a good relationship with students- not only be their teacher but also be their friend. The case teachers’ teaching beliefs were influenced by personal factors, previous learning experiences, environments, and teaching experiences. Among them, teaching experiences was the most important factor, while previous learning experiences and knowledge from teacher training course had minor influence.