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題名:以活動理論探究國中跨領域教師專業學習社群中矛盾與擴展之研究
作者:黃瀞瑩
作者(外文):HUANG, CHING-YING
校院名稱:國立中正大學
系所名稱:教育學研究所
指導教授:洪志成
學位類別:博士
出版日期:2023
主題關鍵詞:活動理論跨領域統整課程教師專業學習社群擴展學習activity theorycross disciplinary curriculumteacher professional learning communityexpansive learning
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本研究以活動理論為取徑,以南部國中的一個跨領域教師專業學習社群為研究場域,探析該社群在十二年國民基本教育改革脈絡下,進行跨領域教師專業學習社群之矛盾與擴展學習。
研究目的有三:
1.以活動理論為架構,探究國中跨領域教師專業學習社群的活動系統及其運作;
2.從活動理論視角,探究國中跨領域教師專業學習社群的系統矛盾;
3.從國中跨領域教師專業學習社群運作過程中所產生的矛盾,探究與理解其促發社群轉化的擴展學習。
本研究為質性研究取向,以半結構式訪談與文件分析的方式蒐集資料,彙整與分析四位國中社群夥伴教師之研究資料。
從研究結果與討論獲致以下三項研究結論:
1. 跨領域教師專業學習社群形成從單一活動系統到多元活動系統的現象。
2. 國中跨領域教師專業學習社群所產生的六項矛盾包含有:教師參與社群所產生的矛盾,研習產生的矛盾,課程研發規則產生的矛盾,教師主體、客體與社群互動產生的矛盾,教師主體受文化歷史影響產生的矛盾,不同活動系統的矛盾等。
3.國中跨領域教師專業學習社群的擴展學習包含有:專案發展方向的擴展學習、社群夥伴教師的擴展學習、專案目標的擴展學習、校外研習與校內研習的擴展學習、社群中核心小組與教學小組的擴展學習。
研究建議:
1. 運用增能研習,提升教師跨領域教學專業知能。
2. 整併現有機制與教學工作任務,減少教師教學工作負擔。
3. 創造教師的成功經驗,善用跨領域教師專業學習社群。
The study aims to explore the contradictions and the expansive learning whith the cross disciplinary teacher professional learning community in the junior high school in the context of 12-year basic education, and adopts activity theory as a framework.
The purposes of this study are:
1. To explore the activity system within the cross disciplinary teacher professional learning community in the junior high school.
2. To explore the contradictions within the cross disciplinary teacher professional learning community.
3. To explore the expansive learning within the community.
This study adopts a qualitative research approach and collects data through semi-structured interviews and document analysis. It analyzes the data from four teachers in the community in the junior high school.
The conclusions are:
1. The cross-disciplinary teacher professional learning community in junior high schools transitions from a single activity system to a multiple activity system.
2. The six contradictions in the community are caused by the teachers participating in the community, the training course, the rules of the curriculum development, the interactions of the subject, object and community, teachers in the cultural-historical context, and contradictions between different activity systems.
3. Expansive learning in the community includs the development of the program, the teachers, the goal of the program, the training course, and the core group and the teaching group.
The suggestions are:
1. To improve the teachers’ profession in the training course.
2. Streamline existing mechanisms and teaching workload to reduce the burden on teachers.
3. Create successful experiences for teachers and make effective use of the cross-disciplinary teacher professional learning community.
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