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題名 網路學習社群經營機制對於提昇教師 教學關注之研究 -以桃園縣e化學習平台閱讀策略課程為例
Web-based learning with the support of community mechanisms for promoting teachers’ instruction concern – a case study on reading strategy course of e-learning platform of taoyuan county
作者 徐瑞敏
Hsu, Juei Min
貢獻者 陳志銘
Chen, Chih Ming
徐瑞敏
Hsu, Juei Min
關鍵詞 教師網路學習社群
網路社群經營機制
教師教學關注
教師專業成長
web-based learning community for teachers
operational mechanism of online community
teacher`s instruction concern
teaching professional development
日期 2010
上傳時間 4-Sep-2013 16:43:17 (UTC+8)
摘要 在社會變遷的衝擊下，提升教師專業具有迫切性與必要性；目前教師的在職訓練、專業發展方式及實施途徑面臨許多限制，而網路學習具有通訊成本低及不受時空限制的特性，開啓了教師進修的新契機。
本研究以參與桃園縣e化學習平台【閱讀策略教學課程】之中小學教師為研究對象，以建立能促進教師社群成員參與互動討論意願，以及提昇教師教學關注程度之網路社群經營機制為目標，最終達成塑造以網路學習社群提升參與網路課程教師學習成效之教師專業發展模式，樹立成功實施的準則。
為達成上述之研究目的，本研究先以文獻分析法，針對研究相關資料進行蒐集與整理，作為研究發展與問卷設計之基礎，並規畫實際教學實驗，進行實徵觀察與研究。為增進成員間的互動與討論，本研究將課程畫分三階段實施包括推薦機制、激勵機制及專家引導網路社群經營機制，並同時輔以三次「閱讀策略教學關注階層問卷」進行調查，以呈現教師網路社群成員對於閱讀策略教學關注階段差異；並進一步探究不同背景變項之教師教學關注提昇之差異性，以及社群成員間互動對話內容之關注階層變化情形。課程結束後，實施「網路學習滿意度」問卷，探究三種經營機制之得分情形與教師閱讀策略教學關注階段之間是否具有相關性。最後，課程結束後約半年，以e-mail方式寄發「閱讀教學調查問卷」，追蹤社群成員實施閱讀策略教學之現況、所面對的困難，以追蹤瞭解參與網路課程對於其教學工作之助益。
茲將本研究所蒐集資料之量化與質化分析結果，歸納以下結論：
一、實施本研究所提出三階段社群經營機制之網路課程，可有效提昇教師閱讀策略教學關注。
二、不同背景變項之社群成員，對閱讀策略教學關注程度的差異不大。
三、網路社群經營機制與教師閱讀策略教學關注程度提昇具有顯著相關性。
四、社群成員因本研究所提出之三階段社群經營機制，有效促使雙向性對話熱絡，使得互動討論內容之關注階層提昇及部分關注階層呈現顯著向上提升變化。
五、社群成員對於網路經營機制普遍感到滿意，顯示本研究所提出之三階段學習社群經營機制確實對於教師專業成長具有助益。
六、基於學習社群經營之網路課程確實能提昇教師教學專業知能，並促使教師關注教學專業的實踐與對於學生的學習成效助益。
最後，研究者再根據研究發現，針對網路社群經營機制、開課團隊與教育單位提出具體建議，並針對未來可以繼續研究方向提出具體建議。
Under the impact of social changes, it is urgent and necessary to enhance the capabilities of teaching professional to cope with this constantly changing environment. To date, the approaches of in-service training and professional development for teachers and their implementations face with many restrictions. While web-based learning has the features of low communication costs and without the constraints of time and space, it offers teacher a new opportunity to pursue further educations.
　　The subjects of this study are recruited from primary and secondary school teachers who participated in the program of "Reading Strategy Instruction Course" provided by Taoyuan County e-learning Platform. The objective is to establish operational mechanisms of online community that encourage the willingness of the members of teacher`s community to participate in interactive discussions, and promote the level of teacher`s instruction concern. Ultimately, the purpose of this study is to build up a teaching professional development model that utilizes the functions of web-based learning community to enhance the performances of the teachers who participated in the web-based learning, and set up the principles for future successful implementation.
　　To achieve the research purposes, this study first conducted literature analysis to collect and collate relevant information as a basis for researching and developing the design of questionnaires. The experimental teaching courses were designed for empirical observations and researches. In order to promote interactions and discussions among members, the courses were divided and carried out in three phases, including recommendation mechanism, incentive mechanism, and expert guidance mechanism of online community. And at the end of each phase, a "Questionnaire for the Level of Teachers’ Reading Strategy Instruction Concern" was administered to investigate and to present the different levels of the web community teachers` concern towards reading strategy instruction at different phases. Furthermore, two issues were explored in the study, namely, how the different background variables affect the teacher`s instruction concern levels, and the changes in concern level of the contents by interactive dialogue among community members. At the end of the Course, the questionnaire of "Web Learning Satisfaction" was implemented, in order to examine the attained scores of the three operational mechanisms and the correlations between the scores and the teacher`s levels of instruction concern of Reading Strategy. Finally, about six months after the end of course, the questionnaire of "Reading Instruction Survey" was sent by e-mail to the community members to track the implementation status of Reading Strategy Instruction, the difficulties, and to track and understand the benefits to teaching from participating in online courses.
　　The conclusions of quantitative and qualitative analyses of the information collected in this study are summarized in the following points:
First, in this study, the proposed three-phase implementation of the operating mechanisms of the web community programs can boost effectively the teachers` instruction concern of reading strategy.
Second, the differences of instruction concern towards reading strategy among the community members from different background are not significant.
Third, the web community operational mechanisms are significantly correlated with promoting the levels of teachers` instruction concern.
Fourth, community members benefit from the three-phase community operational mechanisms proposed by this study, in terms of effectively and warmly promoting two-way dialogue, improving the concern level towards the content of interactive discussions, and some parts of concern level presenting significant upward changes.
Fifth, community members were generally satisfied with the web operational mechanisms proposed in this study, showing the three-phase operational mechanisms of learning community are useful to the professional development of teachers.
Sixth, the web programs based on the operations of learning community can really enhance the teachers` professional knowledge and ability of teaching, promote the teachers` concern of professional practice, and benefit students` effective learning.
Finally, according to the findings of the research, the specific operational mechanisms of web community, course delivery team, and educational unit are recommended, and the directions for future study are proposed.
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描述 碩士
國立政治大學
圖書資訊學數位碩士在職專班
98913007
99
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098913007
資料類型 thesis
dc.contributor.advisor 陳志銘zh_TW
dc.contributor.advisor Chen, Chih Mingen_US
dc.contributor.author (Authors) 徐瑞敏zh_TW
dc.contributor.author (Authors) Hsu, Juei Minen_US
dc.creator (作者) 徐瑞敏zh_TW
dc.creator (作者) Hsu, Juei Minen_US
dc.date (日期) 2010en_US
dc.date.accessioned 4-Sep-2013 16:43:17 (UTC+8)-
dc.date.available 4-Sep-2013 16:43:17 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2013 16:43:17 (UTC+8)-
dc.identifier (Other Identifiers) G0098913007en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/60188-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 圖書資訊學數位碩士在職專班zh_TW
dc.description (描述) 98913007zh_TW
dc.description (描述) 99zh_TW
dc.description.abstract (摘要) 在社會變遷的衝擊下，提升教師專業具有迫切性與必要性；目前教師的在職訓練、專業發展方式及實施途徑面臨許多限制，而網路學習具有通訊成本低及不受時空限制的特性，開啓了教師進修的新契機。
本研究以參與桃園縣e化學習平台【閱讀策略教學課程】之中小學教師為研究對象，以建立能促進教師社群成員參與互動討論意願，以及提昇教師教學關注程度之網路社群經營機制為目標，最終達成塑造以網路學習社群提升參與網路課程教師學習成效之教師專業發展模式，樹立成功實施的準則。
為達成上述之研究目的，本研究先以文獻分析法，針對研究相關資料進行蒐集與整理，作為研究發展與問卷設計之基礎，並規畫實際教學實驗，進行實徵觀察與研究。為增進成員間的互動與討論，本研究將課程畫分三階段實施包括推薦機制、激勵機制及專家引導網路社群經營機制，並同時輔以三次「閱讀策略教學關注階層問卷」進行調查，以呈現教師網路社群成員對於閱讀策略教學關注階段差異；並進一步探究不同背景變項之教師教學關注提昇之差異性，以及社群成員間互動對話內容之關注階層變化情形。課程結束後，實施「網路學習滿意度」問卷，探究三種經營機制之得分情形與教師閱讀策略教學關注階段之間是否具有相關性。最後，課程結束後約半年，以e-mail方式寄發「閱讀教學調查問卷」，追蹤社群成員實施閱讀策略教學之現況、所面對的困難，以追蹤瞭解參與網路課程對於其教學工作之助益。
茲將本研究所蒐集資料之量化與質化分析結果，歸納以下結論：
一、實施本研究所提出三階段社群經營機制之網路課程，可有效提昇教師閱讀策略教學關注。
二、不同背景變項之社群成員，對閱讀策略教學關注程度的差異不大。
三、網路社群經營機制與教師閱讀策略教學關注程度提昇具有顯著相關性。
四、社群成員因本研究所提出之三階段社群經營機制，有效促使雙向性對話熱絡，使得互動討論內容之關注階層提昇及部分關注階層呈現顯著向上提升變化。
五、社群成員對於網路經營機制普遍感到滿意，顯示本研究所提出之三階段學習社群經營機制確實對於教師專業成長具有助益。
六、基於學習社群經營之網路課程確實能提昇教師教學專業知能，並促使教師關注教學專業的實踐與對於學生的學習成效助益。
最後，研究者再根據研究發現，針對網路社群經營機制、開課團隊與教育單位提出具體建議，並針對未來可以繼續研究方向提出具體建議。		zh_TW
dc.description.abstract (摘要) Under the impact of social changes, it is urgent and necessary to enhance the capabilities of teaching professional to cope with this constantly changing environment. To date, the approaches of in-service training and professional development for teachers and their implementations face with many restrictions. While web-based learning has the features of low communication costs and without the constraints of time and space, it offers teacher a new opportunity to pursue further educations.
　　The subjects of this study are recruited from primary and secondary school teachers who participated in the program of "Reading Strategy Instruction Course" provided by Taoyuan County e-learning Platform. The objective is to establish operational mechanisms of online community that encourage the willingness of the members of teacher`s community to participate in interactive discussions, and promote the level of teacher`s instruction concern. Ultimately, the purpose of this study is to build up a teaching professional development model that utilizes the functions of web-based learning community to enhance the performances of the teachers who participated in the web-based learning, and set up the principles for future successful implementation.
　　To achieve the research purposes, this study first conducted literature analysis to collect and collate relevant information as a basis for researching and developing the design of questionnaires. The experimental teaching courses were designed for empirical observations and researches. In order to promote interactions and discussions among members, the courses were divided and carried out in three phases, including recommendation mechanism, incentive mechanism, and expert guidance mechanism of online community. And at the end of each phase, a "Questionnaire for the Level of Teachers’ Reading Strategy Instruction Concern" was administered to investigate and to present the different levels of the web community teachers` concern towards reading strategy instruction at different phases. Furthermore, two issues were explored in the study, namely, how the different background variables affect the teacher`s instruction concern levels, and the changes in concern level of the contents by interactive dialogue among community members. At the end of the Course, the questionnaire of "Web Learning Satisfaction" was implemented, in order to examine the attained scores of the three operational mechanisms and the correlations between the scores and the teacher`s levels of instruction concern of Reading Strategy. Finally, about six months after the end of course, the questionnaire of "Reading Instruction Survey" was sent by e-mail to the community members to track the implementation status of Reading Strategy Instruction, the difficulties, and to track and understand the benefits to teaching from participating in online courses.
　　The conclusions of quantitative and qualitative analyses of the information collected in this study are summarized in the following points:
First, in this study, the proposed three-phase implementation of the operating mechanisms of the web community programs can boost effectively the teachers` instruction concern of reading strategy.
Second, the differences of instruction concern towards reading strategy among the community members from different background are not significant.
Third, the web community operational mechanisms are significantly correlated with promoting the levels of teachers` instruction concern.
Fourth, community members benefit from the three-phase community operational mechanisms proposed by this study, in terms of effectively and warmly promoting two-way dialogue, improving the concern level towards the content of interactive discussions, and some parts of concern level presenting significant upward changes.
Fifth, community members were generally satisfied with the web operational mechanisms proposed in this study, showing the three-phase operational mechanisms of learning community are useful to the professional development of teachers.
Sixth, the web programs based on the operations of learning community can really enhance the teachers` professional knowledge and ability of teaching, promote the teachers` concern of professional practice, and benefit students` effective learning.
Finally, according to the findings of the research, the specific operational mechanisms of web community, course delivery team, and educational unit are recommended, and the directions for future study are proposed.		en_US
dc.description.tableofcontents 第一章 緒論
第一節、研究背景與動機 1
第二節、研究目的與問題 5
第三節、研究範圍與限制 5
第四節、名詞解釋 7
第二章 文獻探討
第一節、教師專業成長與網路學習 10
第二節、教師網路學習社群與網路經營機制 18
第三節、關注本位採用模式(CBAM)理論 36
第四節、閱讀策略教學 51
第三章 研究設計與實施
第一節、研究方法 56
第二節、研究架構與研究流程 58
第三節、研究對象 61
第四節、研究工具 62
第五節、研究設計 72
第六節、資料分析 77
第四章 研究結果與分析
第一節、教師網路學習社群成員之基本資料 79
第二節、教師網路社群之「閱讀策略教學關注階段」變化情形 84
第三節、不同背景變項之社群成員對閱讀策略教學關注的差異分析88
第四節、網路社群經營策略對於教師閱讀策略教學關注之影響 93
第五節、社群成員間互動討論內容之關注階層變化情形 103
第六節、網路課程對於提昇教師教學效能之影響—學員回饋 111
第五章 結論與建議
第一節、結論 117
第二節、建議 121
第三節、未來研究建議 123
參考文獻 125
附錄
附錄一：桃園縣e化學習平台第10期【閱讀策略教學課程】開課計畫 141
附錄二-1：教師閱讀策略教學關注問卷(初稿) 143
附錄二-2：專家效度問卷修正意見表 146
附錄三：教師閱讀策略關注階段問卷 151
附錄四：網路學習滿意度問卷 153
附錄五：閱讀教學調查問卷 157
附錄六：閱讀策略教學實作與省思記錄單 160
附錄七：閱讀交流道 162		zh_TW
dc.format.extent 7004088 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098913007en_US
dc.subject (關鍵詞) 教師網路學習社群zh_TW
dc.subject (關鍵詞) 網路社群經營機制zh_TW
dc.subject (關鍵詞) 教師教學關注zh_TW
dc.subject (關鍵詞) 教師專業成長zh_TW
dc.subject (關鍵詞) web-based learning community for teachersen_US
dc.subject (關鍵詞) operational mechanism of online communityen_US
dc.subject (關鍵詞) teacher`s instruction concernen_US
dc.subject (關鍵詞) teaching professional developmenten_US
dc.title (題名) 網路學習社群經營機制對於提昇教師 教學關注之研究 -以桃園縣e化學習平台閱讀策略課程為例zh_TW
dc.title (題名) Web-based learning with the support of community mechanisms for promoting teachers’ instruction concern – a case study on reading strategy course of e-learning platform of taoyuan countyen_US
dc.type (資料類型) thesisen
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