演講式教學在學校教學中常被採用，但受到對學生概念理解不利的批評，教師倘能在教學中有效運用策略，必能促進專業發展及教學成效，然而，天文教學策略的研究卻相對較少，本研究邀請一位經驗豐富且受歡迎的天文教師作為個案，探討天文教學的策略。教學對象為臺南市自由報名的83位高中學生，以全程錄影重覆搜尋的方式來分析個案教師的教學表徵，並以半結構式問卷訪問個案教師及研究群，提升其正確性，獲得42項，另從文獻探討教學策略作為判準，合併整理共30項教學策略，分別作為橫軸與縱軸，研究者以十等第賦予兩軸中各項目間的關係，相關程度越高，等第越高，形成42×30矩陣的凱利（Kelly）庫存方格，並以專家及研究群的審查提升信效度，以探索性因素分析的方法分析個案教師在演講教學活動中所使用的策略因素，以三角校正的眾多資料提升因素命名之信效度。結果獲得四項天文教學策略的因素，分別命名為：多樣化的教學活動、引導學生對概念的建構、運用資料引導學生學習以及概念具體化等策略，建議採用演講式天文教學的相關教師，將四項策略融入教學中。

Teaching strategies greatly influence a teacher’s professional development. Many countries have placed an increasing emphasis on astronomy education, but little research has investigated its teaching strategies and their application. In Taiwan, primary and secondary school teachers are often unfamiliar with astronomy education. As such, a need exists for the professional development of teachers in using astronomy teaching strategies. The purpose of this study was to examine the teaching strategies applied in an astronomy class. An experienced astronomy teacher and 83 high school students in Tainan participated in the study. A video recording of the class was reviewed by the astronomy teacher and a research group comprising three experienced teachers. Data were collected from the video and a factor analysis of the data was conducted using SPSS, yielding 42 teaching representations to be used for the horizontal axis of a matrix. Thirty teaching strategies identified from a literature review were used for the vertical axis, creating a 42×30 Kelly’s repertory grid. A scale from 0 to 10 was used to determine the relationships between the two axes, and was reviewed by the research group to increase reliability and validity. The results of the factor analysis indicate that four factors represent the teacher’s teaching strategies: varying teaching activities, guiding students to the construction of concepts, using data to guide student learning, and concretizing concepts. These results have also been suggested by other astronomy teachers.