| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 82 === This study was about a teacher who used problem-centered
teaching strategies in two differnt classes(i.e., gifted and
normal) of a junior-high school. The purpose of this study was
to investigate what problems the teacher had, what solutions
the teacher came up with,and what needs in task, grouping, and
sharing of thetwo different kinds of classes. The study used
qualitative method and took 17 weeksin classroom observations,
interviews (3 times for the teacher and one time for 11
stuents) and 5 periodic discussions. By using constant
comparison and triangulation to analyze the data of the study,
we have the following findings: In task, the most difficult
thing the teacher had was to choose and design the right task
for small group discussion. Due to lackingin teaching
resources, emphasizing examination grades in school and
different needs in task, which made the teacher had the
difficulty in choosing and designing the task. Also, the two
different kinds of students showed different needs in task. In
grouping, the gifted students have classroom disorder problem
because the teacher didn''t make the rules in class when first
grouping. The two different kinds of students had different
needs in grouping and cooperating ways. The gifted students
believed they could discuss more thoroughly by finding their
partners under good class order. The normal students believed S-
type grouping was easier to get help from good students.The
gifted students needed more diffcult task to make them
cooperate, and the normal students needed competition to make
them cooperate. In sharing, the teacher hadproblem about the
culture of two different kinds of students''. The gifted
students could not be satified with a single answer. They
preferred to have a chance to express multiple answers. The
normal students were not good at expressing. They could be
satisfied with a single answer, but they needed the suitable
feedback of whether the answer was right or wrong.
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