CMC在促進實習教師專業知能成長之應用

Abstract

本研究主要以Bransford, Brown, 和Cocking所提出之教師理想的學習環境--Learner Centered、Knowledge Centered、Assessment Centered、Commuunity Centered 為架構 [8]，運用Computer-mediated Communication(CMC)工具如網路研習課程、線上討論、個人網頁歷程檔案、Blog等營造一個實習教師網路學習社群，以期能提升其教師專業知能。參與研究的實習教師共有65位，分別來自生物教育研究所、生物系應屆畢業生及教育學分班。經過近一年的實施，結果發現：(1)大部份的實習教師積極參與CMC所提供的各項服務;(2)對使用CMC-E-具的感受，實習教師也多持正面的看法;(3)大部份實習教師自評專業知能在實習前後有顯著差異。

The purpose of the study was to establish a web-based learning community according to Bransford et al. perspectives on learning environments[8] and to examine its influence on practice teachers’ professional development. Sixty-five practice teachers, coming from different study levels, participated in this study.\nThe research findings are as follows:\n1. The major part practice teacher positively participates in each service which CMC provides.\n2. Most of the practice teachers claimed that they get support and benefits by using CMC tools.\n3. The practice teachers considered the CMC system helpful for supporting their professional development.