本研究探討一位初任國中生物教師與一位資深國中生物教師在運輸作用、遺傳與演化三個單元的教學表現，期望以教學實例提供初任生物教師參考，協助其成長。在民國八十六年八月至民國八十七年九月間，本研究透過教室觀察、晤談、文件蒐集及學生問卷等方法收集相關個案教師教學內容概念順序與組織、教學策略與教學表徵等資料，經三角校正、歸納分析資料，提出研究發現。
研究結果顯示兩位教師的概念組織皆具層次性，資深生物教師的概念組織較複雜，連結較多相關概念，教學中能重複呈現相關概念，提供學生統整概念及應用所學的概念與原理之機會。初任生物教師以講述式教學為主，師生間與學生之間互動較低；資深生物教師以師生問答、問題討論的教學方式為主，師生間及學生之間互動高。初任生物教師採取大綱條列、重複講解或靜態展示的方式呈現學生的學習困難概念；資深生物教師則採
多重教學表徵呈現學生的學習困難概念，例如師生問答、討論、示範實驗、錄影帶觀賞、模型、實物展示等等。兩位個案教師都能指出教材中學生學習困難的概念，初任生物教師因為不明瞭學生的先前知識或對教學策略所知有限而無法採取合宜的教學策略；資深生物教師理解學生的先前知識，且知道較多類型的教學策略而能採取適切的教學策略。初任生物教師進行討論教學時，因不熟悉引導討論的技巧，而花了很多時間只引導少數學生參與討論，或無法引導學生朝正確思考方向邁進，加上教學進度的壓力，很容易讓初任生物教師回歸原先熟悉的教學策略。初任生物教師較少在每個概念講解階段後即時評量學生的理解程度；資深生物教師則在教學過程中較常以問答、演練題目、討論、作業等方式進行評量。初任生物教師較缺乏對學生迷思概念的理解；資深生物教師較能理解學生的迷思概念並予以處理。初任生物教師在演化單元教學中呈現出對科學本質的理解（演化理論的發展過程）；資深生物教師則在運輸作用、遺傳與演化三個單元教學中皆呈現出對科學本質的理解與重視。學校教學設備不足影響了生物教師對實驗活動的安排與對視聽媒體的使用。

This study explored teaching performance of a beginning and an experienced junior high school biology teachers on transport, genetics and evolution units. Interpretive research method was adopted to investigate the comparison of conceptual structure, instructional strategies and instructional representations between two biology teachers. Data were collected by classroom observations, interviews, documents and student questionnaires.
The findings showed that the biological conceptual structure of experienced teacher was more complex and more related than that of beginning teacher. The beginning teacher mainly adopted didactic teaching and the experienced teacher mainly adopted discussion teaching. The beginning teacher presented difficult concepts through repeated explanations, however, the experienced teacher presented difficult concepts through multiple instructional representations. Both teachers realized the difficult concepts for students, but, the beginning teacher could not use suitable instructional strategies because she didn’t understand prior knowledge of students and she just knew few instructional strategies. Since the experienced teacher realized prior knowledge of students and knew more instructional strategies, she could use better instructional strategies. The beginning teacher seldom evaluated students’ learning after she taught. The experienced teacher often used multiple methods to evaluate students’ performance after teaching. The beginning teacher didn’t know students’ misconceptions. The experienced teacher realized students’ misconceptions and knew how to help students understand those misconceptions.

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