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題名:以活動理論為視角探析國小教師擴展學習歷程之研究
作者:林盈均
作者(外文):LIN, YING-CHUN
校院名稱:國立臺北教育大學
系所名稱:課程與教學研究所
指導教授:林佩璇
學位類別:博士
出版日期:2016
主題關鍵詞:擴展學習活動理論矛盾expansive learningactivity theorycontradiction
原始連結:連回原系統網址new window
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  • 點閱點閱:130
本研究透過一位國小教師的故事敘說,陳述個人在教學場域中進行教學活動、面對情境中各種挑戰的故事,並以活動理論為學習研究的架構,分析教學故事中的社會文化脈絡,呈現教師擴展學習的歷程。
本研究的目的是從活動理論的視角探析教學故事,理解教師教學活動的系統及其運作;從教學故事中,探究因擾動而產生的情境變化,並從矛盾的觀點分析其影響;探究教師面對擾動及其產生的矛盾,將如何重新詮釋教學活動。
在檢視教學故事情節,並以活動理論進行探究後,本研究結果如下:
一、教學活動不是孤立,而是在社會群體中進行。教師在教學情境中,朝向教學目標、實踐自己教學理念,其中介歷程包含著工具的創造與應用、與社群成員在分工與規則中互動。因為活動系統是在情境脈絡之中運作,因此中介的歷程也受到文化歷史因素的影響,呈現社會環境的價值。
二、正向接受矛盾的挑戰,擴展自己的教學專業。教學活動的進行,教師時常面對意外的擾動,並因而感到挫折、形成矛盾系統的張力。雖然矛盾是教師壓力來源,但在面對矛盾張力、建構解決問題策略歷程中,教師更加瞭解自己面對的問題以及身處的環境,並在解決問題歷程中,擴展個人的教學專業。
三、在教學活動中的自我成長。在教學活動中,教師透過中介歷程朝向自己的教學理念而努力,不僅在面對矛盾張力中,產生擴展學習、提升教學專業,也在經驗中瞭解自己的實踐場域,以及自我在教學之中所扮演的角色。
關鍵字:擴展學習(expansive learning)、活動理論(activity theory)、矛盾(contradiction )
Abstract
The study is to depict an elementary school teacher’s expansive learning process by the researchers’ study to illustrate the stories of teaching activities and challenges in teaching settings. Activity theory is applied as the framework of the study to analyze the social cultural context to reappear the process of teacher’s expansive learning.
The aims of this study are to understand the system of teaching activities and its functions by applying activity theory, to understand the conflicts between the systems of teaching activities caused by the disturbances, and to understand how a teacher redefines teaching activities in terms of dealing with the disturbances and conflicts.
The aims of this study are as follows: To understand the system of teaching activities and its functions by applying activity theory; to understand the conflicts between the systems of teaching activities caused by the disturbances; to understand how a teacher redefines teaching activities in terms of dealing with the disturbances and conflicts.
After reviewing the teaching story plots and analyzing the data by activity theory, the results of the study are as follows,
1. Teaching activities are not isolated, they happened in a society. Teacher set teaching goals and practice his/her own teaching ideas. The intermediate process consists of the creation and application of the teachings tools, the interactions of group members in terms of delegations and regulations. Because the system of activity happened in a context, the process of intermediate is affected by culture and history to reveal the value of social environments.
2. Accept the challenges of conflicts to expand teaching professionalism. When a teaching activity happened, teacher always feel frustrated and then the tension of conflict system is created. Although conflict is the resource of teacher’s pressure, when dealing with the tension and construct the process of problem-solving process, teacher will understand the problem more and expand personal teaching professionalism in the process of problem-solving.
3. The self-achievement in teaching activities. In a teaching activity, teacher will try to achieve his/her teaching ideas in intermediate process. Not only can a teacher have expansive learning and raise teaching professionalism when dealing with the tension of conflict, but also understand his/her practice settings and the roles in teaching.
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