教師實務知識與學習教學

Teachers’ Role in the Implementation of Curriculum

本文旨在探討教師的實務知識與學習教學，內容包括下列五項：1. 分析學者們對教師知的分類；2. 探討教師實務知識的定議與內涵；3. 分析實務知識之學習與建立的歷程；4. 探討教師在學習教學的過程中，其實務知識的累績係透過何種歷程，其知識結構產生何種變化。5. 綜合國內教師實務知識的相關研究。本文的結論有下列四點：1. 理論家對教師知識的探討與由教師本身對本身知識的探討是不同的。2. 一般學術知識與實務知識所使用測試「嚴謹」的規準與之前是不同的。3. 教學經驗透過後設認知和技巧的組織，形成實務知識。4. 國內從事教師實務知識之質的研究者人數極少，極待更多研究者的投入。

The purpose of this study is to explore three perspective about the implementation of curriculum and teachers’ role implied in these three perspectives.The first perspective is fidelity perspective. Teachers play “implementors” role in this perspective. The second is mutual adaptation perspective. Teachers’ role implied in this perspective is “developer”. The third is curriculum enactment perspective. Teachers perform as “facilitatr” in this perspective. This writer invites researchers who are interested in this filed to participate in the developing task of this filed.