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題名:關愛教育為本的探究式教學對師資生教師專業知能成長之行動研究
作者:林登敏
作者(外文):LIN, DENG-MIN
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:張菽萱
林建隆
學位類別:博士
出版日期:2023
主題關鍵詞:行動研究探究式教學教師專業知能關愛教育Action ResearchInquiry-Based TeachingTeacher Professional CompetenceConcern and Love Education
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本研究旨在發展「關愛教育為本的探究式教學模式」,深入探討如何以關愛教育促進師資生進行深度反思,並能運用於探究教學中,藉以提升其學習動機、教學熱忱及教師專業知能。本研究採行動研究法,兩循環之研究參與者分別為109和110學年度,修習物理教材教法與物理教學實習課程各12位師資生。資料收集包含研究團隊會議記錄、教師反思日誌、教學活動錄影、師資生反思實踐心得、期末歷程檔案與問卷及晤談紀錄等,並將資料進行量化與質化分析。
研究結果:一、關愛教育為本的探究式教學模式能有效提升師資生學習動機、情意涵養及反思實踐能力。二、施行教學模式過程中,改善師資生不擅團隊合作、缺乏正向思維的反思實踐及增進探究式教學設計經驗。三、教學模式對師資生教師專業知能之影響:(一)量化資料分析:師資生經兩循環教學後,教師專業知能習得、運用及重要程度及總量表,其後測均顯著優於前測。(二)質性資料分析:1.習得程度:師資生能體會和實踐以學生為本位關愛教育的重要性,能精熟如何適當引導提問,讓學生透過親身探究理解物理概念。2.運用程度:師資生能傾聽彼此的意見,以多元角度思考問題,進行有效的溝通合作,獲得組員間的信賴,並能以學生學習為中心的角度思維如何以探究式活動的方式進行教學設計和精進教學專業。3.重要程度:師資生能擺脫負面的情緒不讓憂慮擊倒,透過不斷修訂教案設計內容及上台試教的反思實踐,深刻體驗到教學相長,增進探究式教案設計能力與教學技巧。研究結果可做為未來自然科學領域師資培育方向之參考。
This study develops an inquiry-based teaching model that emphasizes concern and love education. We explore how concern and love education can facilitate preservice teachers’ deep reflection and its application in inquiry-based teaching. Our aim is to enhance their learning motivation, teaching enthusiasm, and professional knowledge and skills.
We adopted an action research method with two cycles of participants from the academic years 109 and 110, consisting of 12 preservice teachers each; participants were taking courses on physics teaching methods and practicum. Data collection included research team meeting records, teachers’ reflection journals, teaching activity videos, preservice teachers’ reflection and practice experiences, end-of-term portfolio and questionnaires, as well as interview records, which were quantitatively and qualitatively analyzed.
This study derived the following findings: (1) The concern and love education inquiry-based teaching model is effective in enhancing the learning motivation, affective development, and reflective practice abilities of teacher candidates. (2) The implementation of the concern and love education teaching model addresses the issues of teacher candidates’ lack of teamwork skills and limited positive thinking in reflective practice, while also improving their experience in designing inquiry-based teaching methods. (3) Regarding the impact of the teaching model on preservice teachers’ professional knowledge and skills, (a) quantitative data analysis revealed the post-test scores of professional knowledge and skills acquisition, application, importance, and overall amount after two cycles of teaching were significantly higher than the pre-test scores. (b) Qualitative data analysis established that they were able to understand and practice concern and love education that centers on student-oriented approaches, master appropriate guidance and questioning techniques, and help students understand physical concepts through personal exploration. They were also able to listen to each other’s opinions, think from multiple perspectives, communicate and collaborate effectively, gain trust from their teammates, and think from a student-centered perspective to design and improve their inquiry-based teaching skills. Moreover, they could overcome negative emotions and continuously revise their teaching plan content and reflect on their teaching practices; thus, they displayed a deepening their understanding of the importance of teaching and enhancing their inquiry-based teaching design ability and teaching skills. The research findings can serve as a reference for future preservice teacher education in the field of natural science.
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