A Study on the primary school Science Teachers'''' Professional Growth through the Collaborative Development of Instructional Modules for the Life of Nine-year Integrated Curriculum

• Main Authors: Chan Kun Neng, 詹焜能
• Other Authors: 黃鴻博
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/53683419103317240987

碩士 === 臺中師範學院 === 自然科學教育學系 === 90 === The research is about the whole process of the researcher participating in “ A Study on the Enhancement of Primary School Science Teachers’ Professional Growth through the Development of Instructional Modules for the Nine-year Integrated Curriculum”, which explored the problem confronted and the changes of belief , capability and the conditions to promote the professional growth of teacher individuals throughout the whole process to develop the life curriculum program. Throughout a one-year participation, the main explorations of the research are , （1）The problems the teachers confronted throughout the process to develop the life curriculum program are: the insufficient understanding about the capability, insufficient cognition capability about the speicfic topic content, the insufficient capability and experiences to integrate the fields of Natural Science, Life Science and Technology, Arts and Humanity, insufficient knowledge about scientific content, the difficulties to edit textbooks, the insufficient understanding of performance teaching and no understanding about how to assess the capabitlity. （2）The growth of knowledge, belief , capability of teacher individuals obviously varied from each other and the effects of the major knowledge and belief to cooperatively develop the Nine-year Integrated Curriculum are: student learning and life regularities as the core to integrate knowledge and belief among various learning fields, the knowledge and belief about learning and learners, the knowledge and belief about teaching and assessment, knowledge about the nature of science and the belief of teach individual to cooperate with other team workers. （3）The conditions to promote professional growth of teacher individuals can be concluded into inner conditions and the environment of professional growth. The inner conditions of teacher individuals include teacher individual knowledge, belief and capability, motivations, actions and self-consciousness. The promotitions of professional growth include mutual aids among cooperative partners, the theories to refer, the atmosphere of school organization and the growth projects of educational evolution surrounded. The relations between teachers’ inner conditions and the environment of professional growth present complicated and interactive. According to the above findings, the research provides teacher individuals, the authority of school and the development of faculty resource with suggestions.