國中實習教師與有經驗教師教學計畫信念與實務之研究

A Study on the Teaching Plan Belief and Practice of the Beginning Teachers and the Experienced Teachers in the Secondary School

本研究所指「教學計畫」是指教師上課前後計畫(lesson plan)及課程進行計畫(curriculum plan) 的心理歷程。 透過「國民中學教師教學計畫信念與實務調查問卷」、教師教學錄影、半結構性訪談，針對國中實習教師與有經驗教師進行教學計畫研究。研究結論如下：(一 ) 國中教師肯定教學計畫功能。(二 ) 國中教師經常在做教學計畫。(三 ) 實習教師比有經驗教師在教學計畫功能、方式上更為肯定。(四 ) 有經驗教師在教學內容上優於實習教師。 (五 ) 在教學計畫順序，實習教師首重教學內容，有經驗教師首重教學對象。(六 ) 教師在做教學計畫受教學、輔導、行政等課務影響。 根據結論有以下建議：(一 ) 各科教學研究會應實施定期研討。(二 ) 建立教學計畫型態應有彈性。(三 ) 落實師徒制的指導教學。

The “teaching plan” in the study means the mental process of teachers’ lesson plan in a class and of the curriculum plan. The research methods are by using the “secondary school teachers’ teaching plan belief and practice questionaire”， recording a film of the teachers’ teaching， and semi-structure interview for the beginning teachers and experienced teachers. The study can be concluded as follows: 1.The secondary school teachers are positive about the function of the teaching plan. 2.They do the teaching plan often. 3.The beginning teachers are more positive about the function and ways of the teaching plan than the experienced teachers. 4.The experienced teachers are superior than the beginning teachers in teaching contents. 5.In the orders of the teaching plan field， the beginning teacher pay more attention to the teaching contents， but the experienced care teaching whom. 6.The secondary school teachers’ teaching plan are affected by teaching affairs， guidance and administration. According to the conclusion above， the research suggests as follows: 1.The teaching research seminar should be held periodically. 2.It should be flexible when establishing the teaching plan style. 3.It would be carry out the direct-teaching style between the experienced and the beginning teachers.