學科教學知識之呈現—以一位國小社會領域教師為例

Pedagogical Content Knowledge of Experienced Elementary School Social Studies Teachers

本研究旨在探討國小社會領域資深專家教師學科教學知識，以一位教學經驗豐富，且饒富口碑的社會領域教師為研究對象，以深入探討個案教師學科教學知識如何達到專業的要求，以及教學何以如此成功。研究方法採質化研究取向，蒐集資料方式包括自然觀察、深度訪談及文件分析。研究結果顯示個案教師具備豐富的專業知識、崇高的教育愛與教育理念，以及靈活多元的教學方法，能視學生的學習需求，適當地使用教學媒體與教學表徵，將學科內容轉化成學生容易理解的形式，因而得到不錯的教學效果！茲將個案教師社會領域學科教學知識之內涵歸納如下：一、個案教師學科教學知識包括學科知識與信念、課程知識、學生知識、教學情境知識及教學方法與策略。二、個案教師教學以學生為主體，強調反省批判能力。三、個案教師能根據學生實際需求，彈性調整教材。四、個案教師採適性教學，兼顧資優及弱勢學生。五、個案教師能掌握複雜情境脈絡，引導學生主動學習。六、個案教師具間接教學風格，強調學生主動建構知識。

This research explored the pedagogical content knowledge of experienced elementary school social studies teachers. A qualitative approach was adopted, and the data were collected using contingent observation, interviews, and document analysis. The results indicated that (a) the pedagogical content knowledge of the teachers included subject knowledge and beliefs, curriculum knowledge, student knowledge, knowledge of the teaching situation, and knowledge of teaching methods and strategies; (b) the teachers were student centered and emphasized introspection; (c) the teachers flexibly adjusted teaching materials according to the needs of students; (d) the teachers used adaptive teaching approach to meet the needs of both gifted and disadvantaged students. (e) the teachers could manage complex situations and contexts, actively guiding student learning; and (f) the teachers used an indirect teaching approach to ensure that students actively constructed knowledge.