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http://nhuir.nhu.edu.tw/handle/987654321/22865
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| 題名: | 國小教師教學中默會知識發展之研究 |
| 其他題名: | The research of elementary school teachers' teaching in tacit knowledge development |
| 作者: | 楊蘭映
Yang, Lan-ying |
| 貢獻者: | 教育社會學研究所
鄒川雄
Chuan-shyong Tso |
| 關鍵詞: | 默會知識;教師實務知識
tacit knowledge;practical knowledge |
| 日期: | 2007 |
| 上傳時間: | 2015-08-06 16:55:47 (UTC+8) |
| 摘要: | 本研究旨在由Polanyi的默會知識觀點來探討國小教師學習教學由生手到熟手的過程，根據學者的研究顯示，教師學習教學知識必須經過一段默會的學習過程，才能真正學會教學，而教學理論或書籍所能記載的教學知識或是資深教師所能口述的教學經驗，都只是教學知識中的冰山一角，有更多知識是看不見的，很難用言語、文字及符號等方式來描述清楚，這些知識內化在在每個會教學的教師身體裡面，必須仰賴其他的方式來學習。 而本研究採用質化研究中的深度訪談來探究教師教學中的默會知識有哪些特質、結構與發展、傳遞與學習的方式，以及教師教學知識中顯性知識與默會知識相互轉換的關係，並透過教師知識的不同類型找出默會知識在其中的作用。 根據研究結果與發現，本研究的結論如下：ㄧ、教師對自我知識的學習可透過：（一）從過去學習經驗中反思；（二）從教學習經驗中默默地領悟到培養一種良好的教學熱忱與態度的重要性；（三）教師從教學中默默地領悟到要不斷的學習充實自我的重要性；（四）教師從教學經驗中培養一種不斷的反思找到改善教學方法的習慣。二、 教師對學習者知識的學習可透過：（一）觀察；（二）經驗的累積；（三）與同儕教師討論對話交流與經驗分享。三、 教師對教學知識的學習：（一）外顯知識可透過課堂正式教育或閱讀相關報章雜誌書籍等外顯方式來學習而成；（二） 默會知識的部份可透過觀摩其他教師的教學或是與同儕教師對話討論分享交流教學經驗學習而成。四、 教師對一般教學法知識的學習：（一）可藉由與同儕教師的對話討論來學習；（二）從經驗中不斷的跌撞摸索學習。 綜上所述，我們可知道教師要學習教學中的默會知識，可透過顯性知識的學習來提高默會知識的掌握，顯性知識的學習可透過課堂正式教育或是閱讀報章雜誌書籍等相關知識來學習，默會知識的掌握則靠必須教師在實際教學中透過觀察、模仿、反思、意會、摸索、領悟等方式來逐漸學習而成，最後，研究者也針對研究結果給予相關單位更進一步的建議。
With tacit knowledge perspectives of Polanyi, the gist of the research is to investigate the process of elementary school teachers learn teaching from beginner to stager. In terms of scholar researches, teachers needs a tacit learning process to realize how to teach. But the teaching knowledge from teaching theories or books and the teaching experience of experienced teachers are just a little part of teaching knowledge. There is more invisible knowledge and the knowledge is difficult to state by language, words and symbols. These knowledge internalize in every practiced teachers, need to learn by other ways. We adopt the in-depth interview of qualitative study to analyze what attributes, composition and development, conveying and learning ways of the tacit knowledge of teacher teaching. Furthermore, investigating the changeover of explicit knowledge and tacit knowledge of teacher teaching, discovering the effect of tacit knowledge with different kinds of teacher knowledge. According to research results and findings, the conclusions of the research are ：1. Teachers learn knowledge of self from：(1) introspection of past learning experience(2) wordlessly comprehending the importance of developing a good teaching passion and attitude with teaching experience(3) wordlessly comprehending the importance of keeping promoting themselves with teaching experience(4) develop a continuous introspection habit to find out ways of improving teaching.2. Teachers learn knowledge of students from：(1) observation(2) accumulation of experience(3)talking with coworker teachers and sharing experience3. Teachers learn pedagogical knowledge from ：(1) explicit knowledge learns from explicit ways such as classical class education or reading relative papers, magazines and books(2) tacit knowledge learns from observing other teachers teaching or discuss with coworker teachers and sharing teachers experience.4. Teachers learn content-free knowledge from：(1) teachers learn from talking and discussing with coworker teachers(2) continuous and miscarryly learn from experience However, we can realize that teachers learn tacit knowledge of teaching from learning explicit knowledge to know well about tacit knowledge. Learning explicit knowledge from classical class education or reading relative papers, magazines and books. Learning tacit knowledge needs teachers to observe, imitate, introspection, sense , discover and realize. At last, the research brings up some further suggestions in accordance with research results. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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