中文摘要

關鍵詞：初任教師、教師專業成長、教學與學習的心智模型

每個人都不斷的在成長與改變，而且是多層面地持續在進行。學者Burden(1990)認為，了解教師的專業發展可提供教師有效的成長基礎、針對教師短程或長程的個人成長需求來輔助教師選擇發展目標及提供師資培育機構做為規畫各種介入活動的藍本以促進教師的專業成長。因此將教師的專業發展歷程做階段性的劃分，可幫助研究人員去探討不同階段教師的發展特性與需求。一般常將教師的專業發展歷程劃分為職前師資培育階段、初任教師導入階段、勝任教師精進階段。其中，初任教師進入職場後，會受到實際環境的衝突而由早期理想主義轉變為以個人生存為準，當初任教師的理想消退後，對教室管理與學生行為常有無力感，在此階段，建立教師地位成為主要目標並希望得到學生愛戴及保持距離建立權威，造成理想形象與實際師生關係間的不協調，加上本身教學知能不足，多半只能照本宣科，因此常會需要外界立即性的改正意見與提供訣竅。本研究的主要目的即是在資深教師以自身教學經驗與專業知能引領下，探討四位高中科學初任教師的教學與學習的心智模型發展。本研究採質性研究的方法，依據Vermunt(1992.1997)等學者所辨識出五種教學與學習之心智模型形式：(1)知識的吸收(2)知識的建構(3) 知識的應用(4) 刺激教育(5) 合作，做為本研究的五個分析面向。並於研究最後提出六點相關結論：(1)初任教師在實際教學現場中的專業成長受到個人特質、同僚、社會經驗、班級情境及學生學成就的影響。(2)藉由資深教師的教學經驗傳承對初任教師教學與學習的心智模型成長有明顯的助益。(3)知識的建構此模型上的成長能幫助敎師去適應多變的自然科教學。(4)嚴重的學生問題會影響教師教學與學習心智模型的成長，甚至會導致教師專業成長上的退化。(5)增進教師間的互動與合作能促進教師的專業成長。(6)教師的教學若以學生興趣為導向者能拓廣教學活動的範圍。

Abstract

Keywords: novice teacher, professional development of teacher,the mental models of teaching and learning
Everyone is continually growing and changing. Academician Burden(1990) considers that knowing the professional development of teacher can not only provides effective consultation for teachers choosing suitable developable purpose, but also the framework of several interfered activities for teacher developed institution to improve teacher professional development. Therefore, it is important to divide the process of teacher professional development into several stages. Each stage owns its different character. Usually, the process of teacher professional development contains three stages: the pre-inaugural development stage of practice teacher, the lead-in stage of novice teacher, the advanced stage of expert teacher. When novice teacher enter workplace , will face the conflict between theory and reality. It leads the construction of teacher place to become the major purpose. However, due to the deficient competence of professional teaching, novice teacher needs immediate comment. The major purpose of this study is to explore the mental models of teaching and learning of four novice science teachers under the guidance of senior teacher. Qualitative Research is adopt in this paper and five analytic directions are involved according to Vermunt (1992,1997), which are :(1) the absorption of knowledge(2) the construction of knowledge (3) the appliance of knowledge (4) the stimulated education (5) cooperation. Finally, this research reveals six conclusions: (1) The professional development of novice teacher in real teaching place will be affected by personality, other teachers, social experience, classroom environment, and student achievement. (2)It is beneficial for the growth of mental models of teaching and learning by the induction of teaching experience from expert teacher .(3)The development of the mental model of the construction of knowledge will help teacher to adopt changefully science teaching (4)Serious student problems will affect teacher’s learning, even cause the regression of teacher professional development (5)Improve the interaction among teachers will promote the professional development of teachers(6)Teaching directed by student interests will broaden the range of teaching activities.

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