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題名 教師應⽤團隊合作學習模式及其教學效能之研究:五所學校的個案分析
A study of teacher` teaching effectiveness with the application of team-based learning: a case study of five schools作者 余國偉 貢獻者 張奕華
余國偉關鍵詞 團隊合作學習
教師教學效能
國民中小學
Team-based learning
Teachers` teaching effectiveness
Elementary and secondary school日期 2017 上傳時間 31-Jul-2017 11:23:03 (UTC+8) 摘要 本研究採⽤個案研究法進⾏研究,以臺北市五所學校,教師應⽤團隊合作學習模式作為研究個案,探討教師應⽤團隊合作學習模式後,其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種,質性部分有教師訪談內容,⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況;量化部分使⽤教師教學效能調查問卷,透過學⽣填答知覺教師教學效能狀況。研究結果顯⽰,學⽣知覺教師應⽤團隊合作學習模式中,國⼩與國中學⽣有顯著差異。研究者在質性資料中,歸納出教師透過團隊合作學習模式,能有效的執⾏其教學模式,包含:1. 規劃教學⽬標⼤綱,熟悉教材,設計教學;2. 透過團隊營運,調節班級經營,提⾼學⽣凝聚⼒;3. 明確的教師⾓⾊定位,團隊的權⼒釋放;4. 從過程中觀察與檢討,讓學⽣評定學習的過程與環境;5. 強化學⽣獨⽴思考,主動協助,提升表達能⼒;6. 凝聚共識,發展整合發表能⼒,培養團隊責任。最後,研究者據此提供建議,以供相關研究或課程參考。
The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method.參考文獻 一、中文部份王文科(2000)。質的教育研究法。臺北市:師大書苑。王英偉、謝至鎠(2010)。團隊導向學習簡介。醫學教育,14(1),79-89。王志勇 (2015)。基於TBL教學法的課程設計教學模式探討。河南教育,9,105-107。 田哲榮、司徒懿(譯)(2010)。解析質性研究法與資料(原作者:D. Silverman)。臺北市:韋柏文化國際。(原著出版年:2006)史美瑤(2012a)。21世紀的教學:以「學生學習為中心」的教師發展。評鑑雙月刊,36,42-44。史美瑤(2012b)。以學生學習為中心的教學:團隊導向學習法。評鑑雙月刊,38,29-32。吳清山(1998)。學校效能研究。臺北市:五南。吳耀明(2004)。國小教師教學效能之研究:教師自評和學生評鑑比較。屏東師院學報,21,188-216。邱皓政(2011)。結構方程模式(第二版)。臺北市:雙葉書廊。何琦瑜、賓靜蓀、張瀞文(2013)。搶救「無動力世代」。載於李佩芬(主編),翻轉教育:未來的學習.未來的學校.未來的孩子(16-27頁)。臺北市:天下雜誌。林海清(1994)。高中教師激勵模式與其工作滿意服務士氣教學效能之研究(未出版之博士論文)。國立政治大學,臺北市。林佩璇(2000)。個案研究及其在教育研究上的應用。載於中正大學教育學研究所(主編),質的研究方法(239-259頁)。高雄市:麗文文化。林曉芳(2014)。多變量分析在社會科學領域之應用-SPSS操作與資料分析。臺北市:鼎茂圖書。胡兆華、鄭霞霞、方仙桃、方世記、簡道林、朱小玲(2010)。TBL教學法的學生反饋意見調查與分析。西北醫學教育,18(6),1143-1145。孫志麟(1991)。國民小學教師自我效能及其相關因素之研究(未出版之碩士論文)。國立政治大學,臺北市。徐宗國(譯)(1997)。質性研究概論(原作者:A. Strauss、J. Corbin)。臺北市:巨流。(原著出版年:1990)陳木金(1997)。國民小學教師領導技巧、班級經營策略與教學效能關係之研究(未出版之博士論文)。國立政治大學,臺北市。陳向明(2002)。社會科學質的研究。臺北市:五南。陳木金(2006)。從教師效能來塑造良師典範的師道精神。師友月刊,463,8-16。秦夢群、吳勁甫(2011)。國中校長教學領導、學校知識管理與教師教學效能之多層次分析。教育與心理研究,34(2),1-31。張碧娟(1999)。國民中學校長教學領導、學校教學氣氛與教師教學效能關係之研究(未出版之博士論文)。國立政治大學,臺北市。張奕華、吳怡佳(2008)。校長科技領導與教師教學效能關係之研究。教育研究與發展期刊,4(1),171-194。張可婷(譯)(2010)。質性研究的設計(原作者:U. Flick)。臺北市:韋伯文化國際。(原著出版年:2007)張輝誠(2015)。學思達張輝誠的翻轉實踐。臺北市:親子天下。梁仁楷、張奕華、吳權威(2015)。「TEAM Model TBL團隊合作學習模式」之理念與實踐案例。取自http://www.habook.com.tw/eteaching/habook_epaper/2015/20150115_TEAM_Model_TBL/20150115_TEAM_Model_TBL.htm黃政傑、林佩璇(1996)。合作學習。臺北市:五南。馮莉雅(2001)。國中教師教學效能評鑑之研究(未出版之博士論文)。國立高雄範大學,高雄市。蔡麗鳯(2005)。偏遠地區小型學校發展生態課程之個案研究(碩士論文)。取自臺灣博碩士論文系統。(系統編號094NTPTC611020)潘中道、胡龍騰、蘇文賢(2014)。研究方法:步驟化學習指南(原作者:R. Kumar)。臺北市:學富文化。(原著出版年:2005)劉淑如、蔡淑玲、劉秀珍、鄭靜瑜(2014)。TBL教學策略之成效探討:以護理導論課程為例。長庚科技學刊,21,63-74。謝至鎠、黃家琪、王英偉(2012)。以團隊導向學習運用於預立醫療自主計畫繼續教育之教學。安寧療護雜誌,17(3),249-260。龔心怡(2013)。十二年國民基本教育教學評量新趨勢:多元評量之應用。臺中市教育電子報,26。取自http://www.tc.edu.tw/epaper/index/view/id/856二、英文部份Ashton, P. (1984). Teacher efficacy: A motivational paradigm for effective teacher education.Journal of Teacher Education, 35(5), 28-32. doi:10.1177/002248718403500507Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. Christiane, J., Tayeh, P. A., & Zgheib, N. K. (2015). Using team-based learning to teach grade 7 biology: Student satisfaction and improved performance. Journal of Biological Education, 49(4), 401-419.Emmer, E. T., Evertson, C. M., Sanford, J. P., Clements, B. S., & Worsham, M. E. (1984). Classroom management for secondary teachers. Englewood Cliffs, NJ: Prentice-Hall.Fink, L. D. (2004). 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Strategies for analyzing and evaluating teaching effectiveness using a clinical supervision model. Retrieved from ERIC database. (ED354268).Michaelsen, L. K. (2004). Getting start with team learning. In L. K. Michaelsen, A. B. Knight, & L. D. Fink (Eds.), Team-based learning: A transformative use of small group in college teaching (pp. 27-50). Sterling, VA: Stylus Publishing.Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Direction for Teaching and Learning, 2008(116), 7-27. doi:10.1002/tl.330Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: amee guide no. 65. Medical Teacher, 34, 275-287.Searle, N. S., Haidet, P., Kelly, P. A., Schneider, V. F., Seidel, C. L., & Richards, B. F. (2003). Team learning in medical education: Initial experiences at ten institutions. Academic Medicine, 78(10), 55-58.Sweet, M. (2010, March 30). Discussion posting subject: Definition. Retrieved from https://lists.ubc.ca/scripts/wa.exe?A2=ind1003&L=TEAMLEARNING-L&F=&S=&P=20294Sibley, J., & Spinidonoff, S. (2010). Team-based learning why and how. Retrieved from http://issuu.com/ubc-aspc-cis/docs/what-is-TBLSibley, J., & Ostafichuk, P. (2014). Getting star with team-based learning. Sterling, VA: Stylus Publishing.Tang, L. P. (1994). Teaching evaluation in the college of business: Factors related to the overall teaching effectiveness. Retrieved from ERIC. (ED374716).Tai, B. C., & Koh, W. P. (2008). Does team learning motivate students’ engagement in an evidence-based medicine course? Annals of the Academy of Medicine Singapore, 37(12), 1019-1023. Vasan, N. S., DeFouw, D. O., & Holland, B. K. (2008). Modified use of team-based learning for effective delivery of medical gross anatomy and embryology. Anatomical Sciences Education, 1(1), 3-9. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers` sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., & Haynes, M. (2015). Implementing team-based learning in middle school social studies classes. The Journal of Educational Research, 108(4), 331-344. doi:10.1080/00220671.2014.893224 描述 碩士
國立政治大學
教育學系
103152017資料來源 http://thesis.lib.nccu.edu.tw/record/#G0103152017 資料類型 thesis dc.contributor.advisor 張奕華 zh_TW dc.contributor.author (Authors) 余國偉 zh_TW dc.creator (作者) 余國偉 zh_TW dc.date (日期) 2017 en_US dc.date.accessioned 31-Jul-2017 11:23:03 (UTC+8) - dc.date.available 31-Jul-2017 11:23:03 (UTC+8) - dc.date.issued (上傳時間) 31-Jul-2017 11:23:03 (UTC+8) - dc.identifier (Other Identifiers) G0103152017 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111547 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 103152017 zh_TW dc.description.abstract (摘要) 本研究採⽤個案研究法進⾏研究,以臺北市五所學校,教師應⽤團隊合作學習模式作為研究個案,探討教師應⽤團隊合作學習模式後,其教師教學效能、教師⾓⾊定位與學知覺教學效能的情況。研究資料的蒐集⽅式分別為質性與量化兩種,質性部分有教師訪談內容,⽤以分析教師應⽤團隊合作學習後對於其教學效能之情況;量化部分使⽤教師教學效能調查問卷,透過學⽣填答知覺教師教學效能狀況。研究結果顯⽰,學⽣知覺教師應⽤團隊合作學習模式中,國⼩與國中學⽣有顯著差異。研究者在質性資料中,歸納出教師透過團隊合作學習模式,能有效的執⾏其教學模式,包含:1. 規劃教學⽬標⼤綱,熟悉教材,設計教學;2. 透過團隊營運,調節班級經營,提⾼學⽣凝聚⼒;3. 明確的教師⾓⾊定位,團隊的權⼒釋放;4. 從過程中觀察與檢討,讓學⽣評定學習的過程與環境;5. 強化學⽣獨⽴思考,主動協助,提升表達能⼒;6. 凝聚共識,發展整合發表能⼒,培養團隊責任。最後,研究者據此提供建議,以供相關研究或課程參考。 zh_TW dc.description.abstract (摘要) The purpose of this research was to investigate the students in their perceptions of teachers’ teaching effectiveness, role and teaching effectiveness of teacher after teachers applying Team-Based Learning in their teaching method of five schools in the Taipei city. Both qualitative research method and quantitative research method were employed in this study. Furthermore, qualitative data included interviews with 5 participants applying TBL teaching method in their teaching and quantitative data were collected and analyzed based on “Questionnaire of Teachers’ Teaching Effectiveness” which was given to students. These conclusions of this research were summarized below: (1) the outcome of students in their perception of teachers’ teaching effectiveness with TBL teaching method varied significantly from students’ age; (2) the researcher found that teachers make plans before teaching, enhance students’ interior cohesive force, give students opportunities to learn by themselves, discuss with students about their learning process, build an environment of teamwork and encourage students to express their opinion will improve teaching effectiveness of TBL teaching method. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究背景與動機 1第二節 研究目的與待答問題 4第三節 名詞釋義 4第四節 研究方法與步驟 5第五節 研究範圍與限制 9第二章 文獻探討 11第一節 團隊合作學習模式的意義與內涵 11第二節 教學效能的意義與內涵 22第三節 團隊合作學習模式的相關研究 30第四節 教師教學效能的相關研究 33第三章 研究設計與實施 35第一節 研究架構 35第二節 研究對象 38第三節 研究工具 41第四節 資料蒐集與分析 44第五節 確保研究品質 47第六節 研究倫理 48第四章 研究結果 49第一節 教師應用團隊合作學習模式之原因 49第二節 教師實施團隊合作學習過程時的定位及角色 62第三節 教師實施團隊合作學習模式之效能 64第五章 結論與建議 77第一節 結論 77第二節 建議 78參考文獻 80一、中文部份 80二、英文部份 82附錄 85 zh_TW dc.format.extent 2288695 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0103152017 en_US dc.subject (關鍵詞) 團隊合作學習 zh_TW dc.subject (關鍵詞) 教師教學效能 zh_TW dc.subject (關鍵詞) 國民中小學 zh_TW dc.subject (關鍵詞) Team-based learning en_US dc.subject (關鍵詞) Teachers` teaching effectiveness en_US dc.subject (關鍵詞) Elementary and secondary school en_US dc.title (題名) 教師應⽤團隊合作學習模式及其教學效能之研究:五所學校的個案分析 zh_TW dc.title (題名) A study of teacher` teaching effectiveness with the application of team-based learning: a case study of five schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 一、中文部份王文科(2000)。質的教育研究法。臺北市:師大書苑。王英偉、謝至鎠(2010)。團隊導向學習簡介。醫學教育,14(1),79-89。王志勇 (2015)。基於TBL教學法的課程設計教學模式探討。河南教育,9,105-107。 田哲榮、司徒懿(譯)(2010)。解析質性研究法與資料(原作者:D. 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