近十餘年由於師培大學改制與轉型，肩負培養國小科學師資的科系多已停招，導致國小科學師資培育更形艱困。在目前有限的修課與實習上如何提昇師培生的實務教學能力實刻不容緩。本研究基於師培大學端培訓課程(自然科教材教法)與實習之現行辦法，結合附設小學端之資深教學實習輔導教師，探討在教學實習階段導入「肯定式探詢」策略，對師培生在自然科教學實習與專業成長之作用與影響。
本研究為質性取向之行動研究，採主題分析法，結合東華大學既行的「國小自然領域教材教法」與「國民小學教學實習」課程，瞭解修課學生學科教學知識(PCK)成長情形，並招募八位在自然科教學實習之師培生，以肯定式探詢模式為實習輔導策略，探討修課實習一貫之培育方式。期間以自然上課情境、焦點團體訪談、工作坊、個別深度訪談、省思扎記撰寫與其它文件資料收集等方式廣泛收集與分析資料，據以建構研究發現。
依據研究分析與相關討論，提出三個主張：一、師培生除了新手常具有的全新經驗衝擊和實務知識不足之外，不具自然專長背景者呈現學科知識不足的現象。二、肯定式探詢的引入，符合108課綱要求，兼顧在知識、能力與態度三方面的成長。三、及早接觸教學現場有助於師培生成長，鼓勵修習自然相關課程加註專長或研究所進修，可改善國小自然科師資不足現象。
研究結論為：導入肯定式探詢的4D循環模式除了有助於師培生釐清方向與定位、透過換位思考尋得心理的平穩以及找到教學的熱忱與意義，也在教學實習中建構了PCK。同時開展了小學端與大學端教學實習與開課計畫合作模式的新方向。而本研究的發現與建議可作為未來師培單位與實習輔導單位協力共作的參考。

Due to the status change and the transformation of teacher education-/training-based universities in the last decade, most departments shouldering the cultivation or training of science-specific primary school teachers have ceased recruitment; hence the cultivation or training in question encounters more hardship. With only limited courses and practice available, how to improve the competence of student teachers in terms of actual teaching is of great urgency. Departing from the approaches currently applied by the abovementioned universities to training programs and practice, i.e. materials and methods for teaching science, along with the participation of senior teaching practicum mentor teachers from affiliated primary schools, this study probed into the effect of and the influence upon the practice and professional growth of science student teachers regarding the incorporation of ‘appreciative inquiry’ during the phase of teaching practicum.
This study adopted the qualitative research-oriented thematic analysis with two courses currently taught at the National Dong Hwa University, ‘Teaching Materials and Methods of Science in Primary School’ and ‘Teaching Practicum in Primary School’, to understand the progress and improvement of those who took the two courses in terms of pedagogical content knowledge (PCK). Eight teacher students engaged in the teaching practice of science were recruited and mentored via the model of appreciative inquiry to explore the training approach of paying equal attention to taking courses and doing teaching practice. A great variety of means and measures were taken or implemented; for instance, classroom teaching, focus group interviews, workshops, individual in-depth interviews, writing of reflective journal, etc., to collect as well as analyze all the data and hopefully yield certain findings.
Three claims have been made by this study in accordance with related analysis and discussions; they are: (1) In addition to being overwhelmed by brand-new experience and lacking practical knowledge, common issues faced by novices, student teachers without science expertise or backgrounds shows insufficiency of subject knowledge. (2) The incorporation of appreciative inquiry meets the requirements of the Curriculum Guidelines of 12-Year Basic Education, i.e. balancing the growth of knowledge, competence, and attitude. (3) Early exposure to actual teaching sites helps student teachers to grow, encourages them to take courses related to science for expertise accreditation or to pursue graduate degrees, and improves the lack of science teachers in primary schools.
The conclusion of this study indicates that the incorporation of the appreciative inquiry, i.e. the 4D cycle, not only enables teacher students to clarify direction and orientation, secure psychological stability via reframing, find passion and meaning for teaching, and construct their PCK during the practicum, but also opens up a new direction at the same time for primary schools and universities to develop a collaborative pattern covering both teaching practicum and course-opening plans. The findings and suggestions of this study can be used as a reference for the establishment of collaboration between teacher-training institutions and mentoring sectors in the future.

第一章緒論 1
第一節 問題背景與重要性 1
第二節 研究目的與研究問題 6
第三節 名詞釋義 7
第二章 文獻探討 9
　第一節 肯定式探詢 9
　第二節 師培生的自然科教學實習 16
　第三節 師培生的自然科教學專業發展 25
第三章 研究方法 37
第一節 研究架構 37
第二節 研究設計與實施 38
第三節 研究情境與參與者 42
第四節 資料收集 50
第五節 資料處理與分析 52
第六節 研究信實度與研究倫理 54
第四章 研究發現與討論 57
第一節 師培生於自然科教學實習遭逢的問題 57
第二節 師培生的肯定式探詢實踐 71
第三節 教學實習中建構的PCK 91
第四節 國小端的自然科實習輔導 107
第五節 大學端的教學實習與自然科教學課程 119
第五章 結論與建議 139
第一節 研究結論 139
第二節 研究建議 147
第三節 研究反思 149
參考文獻 153
附錄一 科學教師教育實習基準 165
附錄二 自然科學領域教學實習基準與科學教師教育實習基準之內容對照表 168
附錄三 自然科學領域教學實習基準 172
附錄四 研究同意書 174

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