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題名:從語藝觀點看教學溝通與服務學習
作者:黃瓊儀
作者(外文):Chiung-yi Huang
校院名稱:世新大學
系所名稱:傳播研究所(含博士學位學程)
指導教授:秦琍琍
學位類別:博士
出版日期:2012
主題關鍵詞:教學溝通服務學習語藝幻想主題語藝視野Instructional CommunicationService-LearningRhetoricalFantasy ThemeRhetorical Vision
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服務學習是走出教室外的體驗學習,其有別於傳統教室內的教學則在於多了與服務對象間的溝通互動,教師、學習者與社區服務對象之間形成了不同於師生互動下所產生的意義建構,因此,本研究之服務學習課程強調的是一種共構的學習型態,亦即老師、學生以及社區成員都是學習者,透過服務學習的體驗與反思過程,共構成員間彼此的學習基模。因此,本研究希望透過「語藝觀點」來探究何種溝通模式,可以使服務學習得以減少阻礙、增加對課程與團隊的共通感,進而形塑學習者對於服務學習的語藝視野。
以往有關服務學習相關的研究,許多是與服務學習方案評估、社區夥伴關係和互惠態度、教師的角色和專業發展、服務學習動機、服務者人格特質、服務學習滿意度等面向來探討,從研究中雖然可以看到服務學習後的效能為何,但是卻忽略過程中的教學溝通之互動特質。學習者在每階段會因為學習動機的改變,對於服務對象態產生度之轉變,進而影響其價值認知形塑,並在服務執行後所產生自我效能。本研究嘗試將教學溝通與服務學習領域結合,透過三個專業課程導入服務學習之教學為研究個案,找出學習者與教師間互動溝通模式,進而分析成員間動態之溝通互動與策略,最後透過語藝觀點勾勒服務學習過程中所形塑之經驗與意義,對於服務學習在教學溝通互動研究這部分之缺口有所貢獻。
教學溝通在教育研究領域裡有許多理解途徑,沿襲已久的多半在教學技術層面以及課程規劃管理上的應用,而服務學習的研究則在於執行、認知與效能層面的探究,目前在服務學習以及教學溝通研究方面,國內研究並未形成系統性的研究成果,因此本研究的價值在於在教學溝通部分提出教學者與學習者之間經驗與學習意義的詮釋,透過語藝取徑來探究學習過程中,學習者、教師與社區服務對象三者間如何進行溝通互動,同時在此互動之下,三者間所產生關連性之研究。透過認知彼此的世界,可以更了解不同視域下的思維,也唯有透過認知與理解所產生的概念,才能達到真正的教學溝通關係互動。藉此,不但可以增加教學溝通在意義建構與詮釋上之理論參考基礎,透過語藝取徑之探索,更可瞭解溝通者輻合出的真實,以達成意義的交流與經驗的共享,為服務學習參與者的過去或未來行動勾勒其意義,亦即藉由語藝方法洞悉學習者、教師以及社區成員之間微妙的內心轉換歷程,同時,得以理解教學溝通之共通感以及後設認知型塑的過程,提供後續服務學習教學者之參考。
Service-Learning is the experiential learning outside the classroom; it is different from the traditional classroom teaching that with more communication and interaction with the service object. Teachers, learners and community service object form the construction which is different from the interaction between teacher and student. Therefore, service learning curriculum emphasizes a co-construction of learning styles in this research. It means teachers, students and community members are learners, they co-construct their fundamental mode thorough the experience and process of reflection of service learning. Therefore, this study tries to explore the communication mode which can reduce obstacles and increase the common sense of the curriculum and the team of the Service-Learning through the approach of rhetorical to shape the learners rhetorical vision for service learning.
Many of previous research of service learning are related and are assessed by the program evaluation and assessment, community partnerships and reciprocity, faculty roles and professional development, motivation of service learning, personality of service staff, satisfaction of service learning, etc. Although you can see the efficacy of service learning, but ignore the interaction qualities of teaching communication in the process. Because of the change of the motivation and the change of attitude to the service object in every stage, the learners are affected their shaping of perceived-value and the self-efficacy which is brought after the service execution. However, what is the way of communication and strategy? Therefore, this study attempts to combine the domains of teaching communication and service learning and import three specialized courses into a service-learning course as a case study to identify the mode of interactive communication between learners and teachers, and then analyzes the dynamic communication and interaction and strategy between the members. Finally, it outlines the experience and meaning which is shaped in the process of service learning through the rhetorical point. It can contribute to the gap of communication interaction study of service learning.
There are many ways to understand teaching communication in the field of educational research; most are applied in the aspects of teaching technique and curriculum planning and management. The researches of service learning are focus on the aspects of execution, cognizance and performance; the domestic study does not form a systematic research of research of teaching communication of the service learning. Therefore, the value of this study is to propose the meaningful interpretation of experience and learning between the teacher and the learner in the part of teaching communication, to explore the communication and interaction among the learners, teachers, community service object through the rhetorical approach. We can understand the thinking under different horizon through cognizing each other world, achieve a real interactive teaching communication relationship through the concept of awareness and understanding. Thus, it is not only can increase the teaching communication on the theory reference base of meaning construction and hermeneutic paradigm, but also can understand the real communication convergence through the rhetorical approach to reach a meaningful exchange and experience sharing. Through the analysis of fantasy theme, we can outline the meaning of past or future actions for the service-learning participants. Through the rhetorical method, we can pierce the subtle inner conversion between learners, teachers and community members. We are able to understand the shaping process of sensus communis of the teaching and metacognition at the same time, and also can provide follow-up service learning teachers as the reference.
英文部分
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中文部分

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