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題名 知識翻新課程對師培生教學反思與教學實務知識探究之影響
Effects of collaborative knowledge building on teacher-education students’ teaching reflection and practical knowledge作者 花儷月
Hua, Li Yueh貢獻者 洪煌堯
Hong, Huang Yao
花儷月
Hua, Li Yueh關鍵詞 知識翻新
師培生
教學反思
教學實務知識
knowledge building
teacher-education students
teaching reflection
practical knowledge日期 2013 上傳時間 1-Jul-2014 12:20:44 (UTC+8) 摘要 本研究旨在探討師培生能否透過知識翻新（knowledge building）課程活動，進行教學反思以增進對教學實務知識的理解。本研究使用個案研究法。研究對象為修習「數學教材教法」課程（共18週）之9位師培生。資料來源與分析包括：（1）教學實務知識反思問卷—本問卷參考Mishra和Koehler （2006）提出的科技學科教學知識（technological pedagogical content knowledge, TPACK）架構，以七項教學知識類型進行學生教學反思內容之編碼，透過相依樣本無母數檢定，比較學期前後師培生在教學實務知識上的改變或成長；（2）師培生的教案設計反思--以Sawyer（2004）創意教學設計取向作為編碼，對師培生兩次的教學設計取向進行相依樣本無母數檢定比較；（3）師培生於知識論壇（Knowledge Forum）上的互動情形--資料分析係透過知識論壇的內建工具（analytic toolkit），主要分析師培生於知識論壇張貼文章、閱讀貼文等相關學習社群互動資料，並以相依樣本無母數檢定，比較師培生於學期前後的社群互動的情況；以及（4）同儕的教學回饋--本分析主要參考Cheng和Hou（2013），以及Tsai和Liang（2009）的同儕回饋（peer feedback）架構，以編修後的回饋品質編碼內容分析回饋的品質和類型是否有所改變。研究結果顯示：（1）以知識翻新課程協助師培生進行教學反思，可增進師培生教學實務知識；（2）知識翻新課程鼓勵教案設計的多元發展，透過嘗試不同教案設計，有助於師培生進行教學反思；（3）知識翻新課程設計有助於提升師培生的教學回饋品質；（4）鼓勵師培生給予同儕教學回饋，有助於師培生的教學反思與成長。根據研究結果，本研究提出以下相關建議供未來師資培育之參考：（1）師資培育過程可以安排更多教學實踐課程，提供師培生實際設計教案並加以實踐之機會；（2）師資培育課程可引導師培生進行同儕回饋之活動，以增加其參與學習社群討論之經驗，並鼓勵師培生參與教學專業學習社群；（3）師資培育過程應加強師培生的教學反思能力，並協助其瞭解自我教學實務知識。透過教學反思與探究，培養其成為具備永續學習能力的自主學習者，與具備精進教學專業能力的教育工作者。
The purpose of this study was to investigate whether teacher-education students can improve their practical teaching knowledge through reflection on their design of teaching activities under the guidance of knowledge building theory and pedagogy. The present study was a case study with participants coming from 9 teacher-education students who engaged in a math-teaching course for one semester (about 18 weeks). The course was designed based on knowledge building theory and pedagogy. Data sources and analysis included: (1) a reflection survey concerning practical teaching knowledge: this survey was designed using Mishra and Koehler’s conceptual framework of technological pedagogical content knowledge (TPACK). Analysis compared pre-post test results by means of Wilcoxon sign-rank test; (2) teacher-education students’ reflections on teaching design: analysis compared students’ design orientation for two separate but related teaching practices, and the results was content-analyzed using Sawyer’s creative teaching approach as cording scheme; (3) teacher-education students’ interaction logs recorded in Knowledge Forum: analysis compared students’ online performance in two different online phases focusing on students’ interaction activities, and the focus of analysis was on calculating the frequency of online activities in the forum; and (4) content analysis of students’ peer feedback: analysis was based on the feedback framework that was modified from coding schemes derived from Cheng and Hou’s (2013) research, and Tsai and Liang’s (2009) research. The findings were as follows: (1) teacher-education students were able to improve their practical knowledge after they reflected on their teaching design and practices under the guidance of knowledge building pedagogy; (2) engaging students in knowledge building was likely to enhance their teaching designs, and encouraged their teaching reflection capacity; (3) fostering a knowledge building environment was beneficial for students to enhance their feedback activities and quality; and (4) teacher-education students were able to advance their practical knowledge and became more reflective about their own teaching with the help of peer feedback. Building on these results, this study made the following suggestions: (1) providing opportunities for students to design teaching activities and teaching practices is beneficial for improving the quality of the course of teacher education; (2) enhancing the experiences of collaborative learning through peer feedback and discussion activities is a useful instructional approach for teacher education. It would be of great help to encourage teacher-education students to participate in teachers’ professional learning communities; and (3) enhancing teacher-education students’ ability of self-reflection in order to better understand themselves in terms of practical knowledge in teacher education is important as a way to help teacher-education students learn how to teach better. 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國立政治大學
教育研究所
101152004
102資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101152004 資料類型 thesis dc.contributor.advisor 洪煌堯 zh_TW dc.contributor.advisor Hong, Huang Yao en_US dc.contributor.author (Authors) 花儷月 zh_TW dc.contributor.author (Authors) Hua, Li Yueh en_US dc.creator (作者) 花儷月 zh_TW dc.creator (作者) Hua, Li Yueh en_US dc.date (日期) 2013 en_US dc.date.accessioned 1-Jul-2014 12:20:44 (UTC+8) - dc.date.available 1-Jul-2014 12:20:44 (UTC+8) - dc.date.issued (上傳時間) 1-Jul-2014 12:20:44 (UTC+8) - dc.identifier (Other Identifiers) G0101152004 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/67183 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育研究所 zh_TW dc.description (描述) 101152004 zh_TW dc.description (描述) 102 zh_TW dc.description.abstract (摘要) 本研究旨在探討師培生能否透過知識翻新（knowledge building）課程活動，進行教學反思以增進對教學實務知識的理解。本研究使用個案研究法。研究對象為修習「數學教材教法」課程（共18週）之9位師培生。資料來源與分析包括：（1）教學實務知識反思問卷—本問卷參考Mishra和Koehler （2006）提出的科技學科教學知識（technological pedagogical content knowledge, TPACK）架構，以七項教學知識類型進行學生教學反思內容之編碼，透過相依樣本無母數檢定，比較學期前後師培生在教學實務知識上的改變或成長；（2）師培生的教案設計反思--以Sawyer（2004）創意教學設計取向作為編碼，對師培生兩次的教學設計取向進行相依樣本無母數檢定比較；（3）師培生於知識論壇（Knowledge Forum）上的互動情形--資料分析係透過知識論壇的內建工具（analytic toolkit），主要分析師培生於知識論壇張貼文章、閱讀貼文等相關學習社群互動資料，並以相依樣本無母數檢定，比較師培生於學期前後的社群互動的情況；以及（4）同儕的教學回饋--本分析主要參考Cheng和Hou（2013），以及Tsai和Liang（2009）的同儕回饋（peer feedback）架構，以編修後的回饋品質編碼內容分析回饋的品質和類型是否有所改變。研究結果顯示：（1）以知識翻新課程協助師培生進行教學反思，可增進師培生教學實務知識；（2）知識翻新課程鼓勵教案設計的多元發展，透過嘗試不同教案設計，有助於師培生進行教學反思；（3）知識翻新課程設計有助於提升師培生的教學回饋品質；（4）鼓勵師培生給予同儕教學回饋，有助於師培生的教學反思與成長。根據研究結果，本研究提出以下相關建議供未來師資培育之參考：（1）師資培育過程可以安排更多教學實踐課程，提供師培生實際設計教案並加以實踐之機會；（2）師資培育課程可引導師培生進行同儕回饋之活動，以增加其參與學習社群討論之經驗，並鼓勵師培生參與教學專業學習社群；（3）師資培育過程應加強師培生的教學反思能力，並協助其瞭解自我教學實務知識。透過教學反思與探究，培養其成為具備永續學習能力的自主學習者，與具備精進教學專業能力的教育工作者。 zh_TW dc.description.abstract (摘要) The purpose of this study was to investigate whether teacher-education students can improve their practical teaching knowledge through reflection on their design of teaching activities under the guidance of knowledge building theory and pedagogy. The present study was a case study with participants coming from 9 teacher-education students who engaged in a math-teaching course for one semester (about 18 weeks). The course was designed based on knowledge building theory and pedagogy. Data sources and analysis included: (1) a reflection survey concerning practical teaching knowledge: this survey was designed using Mishra and Koehler’s conceptual framework of technological pedagogical content knowledge (TPACK). Analysis compared pre-post test results by means of Wilcoxon sign-rank test; (2) teacher-education students’ reflections on teaching design: analysis compared students’ design orientation for two separate but related teaching practices, and the results was content-analyzed using Sawyer’s creative teaching approach as cording scheme; (3) teacher-education students’ interaction logs recorded in Knowledge Forum: analysis compared students’ online performance in two different online phases focusing on students’ interaction activities, and the focus of analysis was on calculating the frequency of online activities in the forum; and (4) content analysis of students’ peer feedback: analysis was based on the feedback framework that was modified from coding schemes derived from Cheng and Hou’s (2013) research, and Tsai and Liang’s (2009) research. The findings were as follows: (1) teacher-education students were able to improve their practical knowledge after they reflected on their teaching design and practices under the guidance of knowledge building pedagogy; (2) engaging students in knowledge building was likely to enhance their teaching designs, and encouraged their teaching reflection capacity; (3) fostering a knowledge building environment was beneficial for students to enhance their feedback activities and quality; and (4) teacher-education students were able to advance their practical knowledge and became more reflective about their own teaching with the help of peer feedback. Building on these results, this study made the following suggestions: (1) providing opportunities for students to design teaching activities and teaching practices is beneficial for improving the quality of the course of teacher education; (2) enhancing the experiences of collaborative learning through peer feedback and discussion activities is a useful instructional approach for teacher education. It would be of great help to encourage teacher-education students to participate in teachers’ professional learning communities; and (3) enhancing teacher-education students’ ability of self-reflection in order to better understand themselves in terms of practical knowledge in teacher education is important as a way to help teacher-education students learn how to teach better. Doing so can help make these students develop a mental habit of critical and reflective thinking for their own teaching. 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 研究目的與研究問題 4第三節 重要名詞釋義 5第四節 研究範圍與限制 6第二章 文獻探討 7第一節 知識翻新教學 7第二節 教學實務知識 12第三節 教學反思 17第四節 師培生之教學專業成長 21第三章 研究方法 27第一節 研究設計 27第二節 教學設計與實施 30第三節 研究步驟 34第四節 資料來源與分析 35第四章 研究結果 50第一節 師培生教學實務知識之改變 50第二節 師培生教案設計反思之歷程 58第三節 師培生同儕回饋品質分析 64第四節 同儕回饋品質與師培生教學反思之分析 71第五章 結論與建議 76第一節 結論 76第二節 建議 79參考文獻 83附錄 91 zh_TW dc.format.extent 1096250 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/#G0101152004 en_US dc.subject (關鍵詞) 知識翻新 zh_TW dc.subject (關鍵詞) 師培生 zh_TW dc.subject (關鍵詞) 教學反思 zh_TW dc.subject (關鍵詞) 教學實務知識 zh_TW dc.subject (關鍵詞) knowledge building en_US dc.subject (關鍵詞) teacher-education students en_US dc.subject (關鍵詞) teaching reflection en_US dc.subject (關鍵詞) practical knowledge en_US dc.title (題名) 知識翻新課程對師培生教學反思與教學實務知識探究之影響 zh_TW dc.title (題名) Effects of collaborative knowledge building on teacher-education students’ teaching reflection and practical knowledge en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 丁一顧（2010）。認知教練對國民小學實習教師教學省思影響之研究。課程與教學季刊，13（2），127-154。丁一顧、張德銳（2010）。臺北市教學導師教師領導與專業學習社群關係之研究。教育行政與評鑑學刊，10，55-84。史美瑤（2012）。21世紀的教學：以「學生學習為中心」的教師發展。評鑑雙月刊，36，41-43。余亮（2009）。利用信息技術有效推進基礎教育課程改革：Knowledge Forum案例的啟示。現代遠距離教育，125，33-36。吳木崑（2009）。杜威經驗哲學對課程與教學之啟示。臺北市立教育大學學報，40（1），35-54。吳清山（2003）。知識經濟與教育發展。臺北市：師大書苑。吳清山（2006）。師資培育的理念與實踐。教育研究與發展期刊，2（1），1-32。吳金聰、劉曼麗（2013）。國小教師的數學教學專業知能成長研究－以PPt在因數與倍數教學上的應用為例。科學教育學刊，21（4），371-400。李婉玲（2005）。教師發展：理論與實踐。臺北市：五南。周新富（2007）。教育研究法。臺北市：五南。林逢祺（2003）。由思維歷程透視教學原理：杜威《思維術》方法論之衍釋。教育研究集刊，49（1），1-29。邱憶惠、高忠增（2003）。教師知識之個案研究：以兩位國小級任教師為例。台中師院學報，17（2），91-112。姚如芬（2006）。成長團體之「成長」－小學教師數學教學專業之探究。科學教育學刊, 14（3），309-331。孫敏芝（2006）。實習教師學科教學知識之探討：教學設計與教學實務。教育研究與發展期刊，2（2），67-92。張春興（2001）。教育心理學－三化取向的理論與實踐。臺北市：東華。張德銳（2003）。中小學初任教師的教學困境與專業發展策略。教育資料集刊，28，129-144。張德銳、李俊達（2011）。教學行動研究對中學教師教學省思影響之研究。教育研究與發展期刊，7（1），151-178。張景媛、鄭章華、范德鑫、林靜君（2012）。「教師學習社群」發展對話式形成性評量實務及其對學習成效之影響。教育心理學報，43（3），717-734。教育部（2012）。中華民國師資培育白皮書－發揚師道、百年樹人。臺北市：教育部。陳國泰（2011）。反省取向的「二階段集中實習課程」對國小師資生實務知識發展的影響。教育實踐與研究，24（1），25-66。陳木金、邱馨儀、陳宏彰（2006）。高中職以下學校教師生涯發展進階之研究。教育資料與研究，72，17-32。陳彥廷、康木村、柳賢（2010）。同儕對話促進兩位國中數學教師教學反思與專業成長。科學教育學刊，18（4），331-359。單小琳（2000）。教師成長檔與專業發展。學校行政雙月刊，9，46-57。曾崇賢、段曉林、靳知勤（2011）。探究教學的專業成長歷程－以十位國中科學教師的觀點為例。科學教育學刊，19（2），143-168。黃天中（1996）。生涯規劃概論－生涯與生活篇。臺北市：桂冠。黃琴扉、劉嘉茹（2010）。經由教學實務的反思探討科學實習教師教學觀點的轉變。臺中教育大學學報，24（2），27-47。黃琴扉、劉嘉茹（2012）。利用結構式引導反思工具探討在職科學教師之專業成長。教育實踐與研究，25（2），163-194。楊巧玲（2006）。不一樣的教學原理－從自我認識到社會參與。臺北市：心理。楊深坑（1999）。知識形式與比較教育。臺北市：揚智文化。葉重新（2001）。教育研究法。臺北市：心理。熊艱、張春紅、伍行素（2010）。基於Moodle平台的課程教學探析。上饒師範學院學報，30（3），78-82。蔡政宏、謝文惠（2011）。應用科技內容教學知識（TPACK）理論架構發展資訊科技融入教學創新教學模式之啟示。新竹縣教育研究集刊，11，43-76。駱怡君、許健將（2010）。反省性思考在教師班級經營上之運用。教育科學期刊，9（1），71-86。簡紅珠（2002）。教師知識的不同詮釋與研究方法。課程與教學季刊，5（3），1-16。魏韶勤、張德銳（2006）。教學觀察與回饋對國小初任教師教學效能影響之研究。課程與教學季刊，9（2），89-103。Angeli, C., & Valanides, N. 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