網路化教師專業社群之合作學習歷程溝通內容分析__臺灣人文及社會科學引文索引資料庫

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題名：	網路化教師專業社群之合作學習歷程溝通內容分析
書刊名：	課程與教學
作者：	劉明洲／張逸祥
作者(外文)：	Liu, Ming-chou／Chang, Yi-shang
出版日期：	2011
卷期：	14:2
頁次：	頁29-53
主題關鍵詞：	教師專業發展；合作學習溝通模式；網路教師社群；Teacher professional development；Communicative model of collaborative learning；CMCL；Web-based teacher community
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(2) 博士論文(2) 專書(0) 專書論文(0) 排除自我引用:2 共同引用:0 點閱:42

科技發展為教育界帶來了新的優勢與趨勢，透過網路社群促進教師教學專業成長便是其中頗受重視的一環。本研究應用Cecez-Kecmanovic與 Webb（2000）所提出合作學習溝通模式（Communicative Model of CollaborativeLearning, CMCL），透過語言與學習二維分析去了解花蓮縣教師網路社群團隊在進行教學設計任務歷程之溝通行為，以印證教師網路社群的運作情形與發展特性。主要的研究發現包括：（1）在整個網路教師社群活動過程中以教學設計任務引導專業學習的學習社群特徵頗為明顯。（2）競賽取向的社群活動主導了參與教師的討論活動，競賽規則的詮釋與達成是競賽過程的一個重點，社群成員對於能否完成教學設計任務頗為重視與關心。（3）語言行為與學習行為的交互分析顯示「學習導向之主題內容討論」、「目標導向之標準與規範討論」與「自我表現導向之表達個人經驗期待或是感情」在所有九種類型中出現比例偏高，代表溝通次數主要分佈於CMCL語言行為與學習行為交叉表的斜軸，顯示語言行為與學習行為之間有高度的一致性存在。本研究中CMCL模式應用之主要意義，是語言行為與學習行為的二維分析可以更深入的探究溝通頻率的分佈意義，尤其套用至網路教師專業學習的不同任務階段中，使傳統的行動研究更具延伸性。本研究所獲得的啟示是網路教師專業學習活動應該精緻化學習任務本身的設計，以有效引導參與教師透過社群做有意義的溝通與學習，進而促進其專業發展的成果與品質。

以文找文

Technology development has been bringing new benefits and trends to educational circle. One of the important issues is facilitating teacher's professional development via the web-based community. This study applies knowledge domains and dominant orientation analyses of Communicative Model of Collaborative Learning (CMCL), proposed by Cecez-Kecmanovic and Webb (2000), to analyze the Hualien County teacher web-based community team's communicative acts when proceeding an instructional design task, so as to exam how the web-based teacher community works and its development attribute. The main findings of this study include that 1) the categories under the cross-table of dominant orientation and knowledge domains show that applying the learning task to guide the professional development is a prominent feature in the process of the teacher web-based community activity. 2) The discussions of the participants, the teachers, are mainly led by the activity attribute. Also, the interpretation of and the achievement of the activity rules are a key point for the teachers, and they show a certain degree of considerations on the accomplishment of the task. 3) According to the interactive analysis of knowledge domains and dominant orientation, the type of learning-oriented subject matter discussions, achieving ends-oriented norms and rules discussion and self-representation and promotion-oriented personal experiences, desires and feelings discussions show higher percentage than the other types within the nine categories. That is, the rate of communicative time distribution is mainly based upon the upper left-lower right oblique axis of the cross-table of CMCL, suggesting that there exists high coherence between the knowledge domains and the domain orientation. 4) The main application of CMCL model is to exam the meaning of the communication frequency distribution in depth through the two-dimensional analysis. Also, CMCL extends the application of action research after being especially applied to the different task-stages in web-based teacher professional learning. The implication of this study is that the web-based teacher professional learning activities should refine the design of the learning task itself, not only to guide the teachers to proceed meaningful communication and learning with efficiency, but also to promote better qualities and outcomes of their professional learning.

以文找文

期刊論文
1.	Ansbur, P. I.、Hil, K.(2003)。Creative and analytic thinkers differ in their use of attentional resources。Personality and Individual Difference，34，1141-1152。
2.	Boyle, B(2004)。A longitudinal study of teacher change: What makes professional development effective。The Curriculum Journal，75(1)，45-68。
3.	Damon, W.(1989)。Critical distinction among three methods of peer education。International Journal of Education Research，58(2)，9-19。
4.	Hong, J. C(2003)。A study on thinking strategy between experts and novices of computer games。Computers in Human Behavior，7(2)，245-258。
5.	Hung, D.(2000)。Activity theory as a framework in learning environments。Educational Technology，7(2)，33-37。
6.	Nor, A、Snyde, B.P(2008)。Technology and higher education: The impact of e-leaming approaches on student academic achievement, perceptions and persistence。Journal of College Student Retention: Research, Theory & Practice,，7(1)，3-19。
7.	Parikh, M.(2002)。Utilizing Internet technologies to support learning: An empirical analysis。International Journal of Information Management，22，27-46。
8.	Riel, M.(1994)。Research perspectives on network learning。Machine Mediated Learning，4(2)，91-113。
9.	Treleaven, L.、Cecez-Kecmanovic, D.(2001)。Collaborative learning in a Web-mediated environment: A study of communicative practices。Studies in Continuing Education，23(2)，169-183。
10.	Vavasseur, C. B(2008)。Extending content-focused professional development through online communities of practice。Journal of Research on Technology in Education，40，517-536。
11.	Wan, Q. Y(2008)。A generic model for guiding the integration of ICT into teaching and learning。Innovations in Education and Teaching International，45(4)，411-419。
12.	Boyle, B.、Lamprianou, I.、Boyle, T.(2005)。A longitudinal study of teacher change: What makes professional development effective? Report of the second year of the study。School Effectiveness and School Improvement，16(1)，1-27。
13.	Lieberman, A、McLaughlin, M. W(1992)。Networks for educational change: Powerful and problematic。Phi Delta Kappan，73(9)，673-677。
14.	Webb, N. M.(1989)。Peer interaction and learning in small groups。International Journal of Educational Research，13，21-39。
15.	Webb, N. M.(1982)。Group composition, group interaction and achievement in cooperative small group。Journal of Education Psychology，74(4)，475-484。
16.	Chan, Tak-Wai、Hue, Chih-Wei、Chou, Chih-Yueh、Tzeng, Ovid J. L.(2000)。Four space of network learning models。Computers & Education，37(2)，141-161。
17.	Snow-Gerono, J. L.(2005)。Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities。Teaching and Teacher Education，21(3)，241-256。
18.	Vescio, Vicki、Ross, Dorene、Adams, Alyson(2008)。A review of research on the impact of professional learning communities on teaching practice and student learning。Teaching and Teacher Education，24(1)，80-91。

會議論文
1.	劉明洲、陳姿怡(2002)。網路主題式合作學習歷程之溝通分析。2002年電脳與網路科技在教育上應用硏討會。國立新竹師範學院。延伸查詢
2.	Liu, M. C(2001)。Constructing Edu-paradise Web page for integrated curriculum instruction。Proceeding of the 5th Global Chinese Conference on Computers in Education。Chung-Li, Taiwan。

圖書
1.	Conrad, R.(2004)。Engaging the online learner: Activities and resources for creative instruction。San Francisco, CA：Jossey-Bass。
2.	Hargreaves, A(1994)。teachers, changing times: Teachers, work and culture in the postmodern age。New York：Teachers College。
3.	Leithwood, K、Aitken, R(2001)。Making schools smarter: A system for monitoring school and district progress. Thousand Oaks。CA：Corwin Press。
4.	Lever-Duffy, J、McDonald, J. B、Mizell, A. P(2003)。Teaching and learning with technology。NY：Pearson Education。
5.	Moursund, D. G(2003)。Project-based learning in an information technology environment。Eugene, OR：ISTE。
6.	Habermas, J.、McCarthy, T.(1984)。The Theory of Communicative Action。Boston：Beacon Press。
7.	Cohen, E. G.(1986)。Designing groupwork: Strategies for the heterogeneous classroom。New York：Teachers College Press。
8.	Khan, B. H.(1997)。Web-based instruction。Educational Technology Publications。
9.	Vygotsky, Lev Semenovich、Cole, Michael、John-Steiner,‎ Vera、Scribner, Sylvia、Souberman, Ellen(1978)。Mind in Society: The Development of Higher Psychological Processes。Harvard University Press。
10.	Lave, J.(1988)。Cognition in practice: Mind, mathematics and culture in everyday life。Cambridge University Press。
11.	Reason, Peter、Bradbury, Hilary(2001)。Handbook of Action Research: Participative inquiry and practice。Sage。

其他
1.	Wenger, E(2006)。Communities of practice，http://www.ewenger.com/theory/index.htm， 2006/07/25。

圖書論文
1.	楊孝燦(1989)。内容分析。社會與行爲科學研究法。臺北市：東華。延伸查詢
2.	Bennett, S(2004)。Supporting collaborative project teams using computer-based technologies. Online collaborative learning: Theory and vractice。Online collaborative learning: Theory and vractice。London：Information Science Publishing。
3.	Cecez(1999)。Being flexible by being WISE- two case studies of Web-based teaching and learning。Proceedings of IRMA International conference Managing Information Technology Resources in Organizations in the Next Millennium。Hershey, PA：IDEA Group Publishing。
4.	Cecez(2000)。A critical inquiry into Web-mediated collaborative learning。Web-based learning and teaching technologies: Opportunities and challenges。Hershey, PA：Idea Group Publismng。
5.	Forester, J(1992)。Critical ethnography: On fieldwork in Habermasian way.。Critical management studies。London：SAGE。
6.	Gamoran, A、Gunter, R. L(2005)。Professional community by design: building social capital through teacher professional development. The social organization of schooling (pp。The social organization of schooling。New York：Russell Sage。
7.	Glatthom, A.(1995)。Teacher development。International encyclopedia of teaching and teacher education。London：Pergamon Press。
8.	Huberman, M.(2001)。Networks that alter teaching: Conceptualizations, exchanges and experiments。Teacher development: Exploring our own practice。London：Paul Chapman。
9.	Linn, M. C、Eylon, B. S.、Davis, E. A.(2004)。The knowledge integration perspective on learning。Internet environments for science learning。Mahwah, NJ：Lawrence Erlbaum Associates.。
10.	Liu, M. C.(2004)。A communicative analysis for the Web-based thematic learning activity; A Case Study。World Conference on Educational Multimedia。Lugano, Switzerland.。
11.	Midoro, V.(1999)。Modelling online education。Communications and networking in education: Learning in a networked society。Norwell, MA：Kluwer Academic Press。

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