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題名:應用網路化歷程檔案反思模式對增進學前融合班普通教師解決教學困難反思效益之研究
作者:許又勻
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:葉靖雲
學位類別:博士
出版日期:2007
主題關鍵詞:網路化歷程檔案反思模式學前融合班普通教師教學困難反思過程引導部落格Web-Based Portfolio Reflection ModePreschool Inclusive Class TeacherTeaching ProblemsReflective Thinking-Solving ApproachBlog
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本研究目的旨在:一、建構符合學前融合班普通教師,處理教學困擾問題之網路化歷程檔案反思模式;二、探討運用網路化歷程檔案反思模式,了解學前融合班普通教師反思層級變化,並具體考驗其反思效益。茲依據研究結果摘述如下:
一、網路化歷程檔案反思模式之建構
本研究之反思模式首先採用調查研究法,蒐集學前融合班普通教師在教學上的困擾問題,作為反思模式網路日誌的焦點話題依據。然後以教師在教學困擾問題的「反思」為概念主題,採「反省思考解決法」的反思架構為理念主軸,加上反思過程引導的觀點,以四個反思層級「習慣行為」、「理解」、「反思」、「批判反思」來建構經緯;最後結合電腦科技,把部落格日誌撰寫融入網路化歷程檔案中,發展完成網路化歷程檔案系統設計。本模式藉由強化網誌的「社群互動討論」功能及反思系統的「提示句引導」效果,以期提升學前融合班普通教師在教學困擾問題的反思效益。結果如下:
(一)教學困擾問題分析結果
以高雄縣市及屏東縣學前融合班普通教師為問卷調查對象,採分層隨機抽樣,寄出200份問卷,回收有效問卷175份,問卷調查結果以描述性統計、單變量相依樣本變異數分析等統計方法,進行資料之分析,研究結果如下:
1、就學前融合班普通教師最困擾的教學問題是,教師對處理特殊幼兒行為問題感到最困擾,其次是對特殊幼兒突發狀況(如:打人、哭鬧或自殘)的處理。
2、學前融合班普通教師感到最困擾的教學問題是「班級經營」,其次為「課程與教學」和「資源運用」。
(二)網路化歷程檔案反思模式之部落格型式
本研究以填寫影片觀賞學習單及深度訪談教學困擾問題,蒐集喚醒舊經驗、行動中及行動後反思資料。反思分析的結果如下:
1、以融合教育影片喚醒教師相關於經營融合班級的舊經驗能力,經由受試教師在影片觀後學習單上的回應得知,其都能對融合班困難問題進行反思。
2、於行動中及行動後反思階段,訪談兩組樣本教師教學困難問題,實驗組與控制組教在教學困擾問題訪談資料上皆反應正向觀感。由所歸納回應語句115句中,分析界定其反思層級為內容反思有56句,歸類為過程反思的有25句,屬於批判反思的有34句,其編碼信度係數平均為.87,高於.85之標準,確定達到良好的信度檢驗,教師具有反思行為。
3、社群互動反思系統設計包含反思引導設計及社群互動設計。
二、網路化歷程檔案反思模式之反思類型及效益分析
以六十位高雄縣市及屏東縣學前融合班普通教師為受試樣本,實驗組及控制組各三十名進行反思模式的準實驗研究。實驗期間共十四週,使用研究工具為「反思量表」、「反思屬性量表」及「網路化歷程檔案反思模式意見調查表」,所用的分析方法為獨立樣本T考驗、包卡爾對稱性檢定及卡方考驗---百分比同質性檢定;另外以填寫網路化歷程檔案反思模式意見表蒐集質的資料。結果如下:
(一)運用網路化歷程檔案反思模式後,實驗組的反思層級顯著提升,實驗組的反思效益高於控制組的反思效益;「理解」層級人數分散到「反思」及「批判反思」層級人數,「反思」層級人數分散到「批判反思」層級人數。
(二)實驗組的受試教師於討論區「有效發表篇數」及「瀏覽討論次數」兩方面,均顯著優於控制組受試教師;在不同反思層級方面,實驗組「反思」與「理解」層級的受試教師,在討論區「有效發表篇數」有比較好的表現。
(三)網路化歷程檔案反思模式實驗組受試教師(使用「部落格日誌加上反思過程引導」)的成就,顯著優於控制組(使用「反思日誌加上固定提示句引導」)的受試教師。
(四)透過訪談三十名實驗組受試教師,了解網路化歷程檔案反思模式,對學前融合班普通教師解決教學困難的影響情形,結果於網路化歷程檔案反思模式的活動後,結果雖然有四名受試教師沒有針對焦點問題做回應;有七名教師認為教學上困難問題的數量增加了,教學困難問題程度也變複雜了;但是有十九名學前融合班普通教師,以實例說明其在教學上困難問題的數量減少了,教學困難問題程度也變小了;總計有63.3%的教師反應正向效果。
(五)透過意見調查的結果,本反思模式的部落格反思活動設計取向有別於傳統的歷程化檔案反思日誌;反思模式中於部落格反思機制的設計取向比傳統的歷程化檔案反思日誌更能提升其反思行為。
1、受試教師表達如果有機會,還願意撰寫日誌來進行融合班相關的教學困難問題解決。
2、受試教師覺得寫日誌可以幫助思考;並知道要怎麼去寫反思日誌;會覺得到討論區看大家討論的事,可以幫助自己思考。
3、受試教師覺得透過網路撰寫日誌,有助於自己對融合教育相關知識的學習;覺得經過日誌寫作後,自己對學前融合班相關的教學困難問題比較能瞭解。經過日誌寫作後,可感受自己對融合班相關的教學困難問題的解決能力進步了。
關鍵字:網路化歷程檔案反思模式、學前融合班、普通教師、教學困難、反思過程引導、部落格
The purposes of this study were: 1. to build a web-based portfolio reflective mode that was made up to the preschool inclusive class teachers’ needs; 2. through the web-based portfolio reflective mode, to examine the changes in types of the preschool inclusive class teachers’ reflections; 3. based on the reflective benefit analysis, to understand the influences of this model on the preschool inclusive class teachers’ problem solving performance; 4. to judge the appropriateness of the web-based portfolio reflective mode.
I.The construction of the web-based portfolio reflective mode
This study, based on the investigation approach collecting preschool inclusive teachers’ teaching problems, formed the focus concept of the reflective mode in blog-writing. This research adapted reflective thinking-solving approach and was constructed through four layers of reflection—custom behavior, understanding, reflection and critical reflection. Last but not the least, this research combined computer technology and put blogs into the web-based portfolio. By blog discussion function and its hint-and-guide effect which aimed to uplift the preschool inclusive class teachers’ reflective benefit.
A. Teaching difficulties and investigation results
Two hundred subjects were selected through delaminated random sampling from Kaohsiung city, Kaohsiung County and Pindong County. All the subjects were sent questionnaires and 175 of them retured. Data was analyzed by descriptive statistics, and ARIMA model variance analysis, and the results are listed below:
1.What puzzled the preschool inclusive class teachers most was to deals with the behavior problems of young children with handicap.The next ones on the list were the young children with handicap sudden outbreak (for example: hits the person, cries noisy or the autonomy).
2.What puzzled the preschool inclusive class teachers most was classroom management.The next ones on the list were curriculum and teaching and resource handling.
B. The blog pattern of the web-based portfolio reflective mode
Information was gathered from written responses after watching inclusion-topic films and oral responses through interviews which revived inclusive teachers’ recent experiences and reflections. In the phase before and after action introspection, the researcher interviewed two groups of teachers-experiment as well as control groups. Both groups showed positive reactions.
II. Analysis of the benefits and type of web-based portfolio
Thirty preschool inclusive teachers from Kaohsiung City, Kaohisung County and
Pindong County were subjects in this phase of study. This lasted for 14 weeks. Introspective checklist, attributive introspection checklist and investigation on web-based portfolio were applied. Independent sample T test, symmetry tests and Chi square—namely homogeneous percentage checklist were used for analyses and information were gathered from the web-based portfolio reflective mode commentary.
A.The introspection level had lifted in the experimental group when web-based portfolio reflective mode had been carried out. It was higher than the control group. Understanding had dissipated to introspection and critical introspection and introspection dissipated to critical introspection.
B. Teachers from the experimental group were better than those from the control group in number of portfolio publications and discussions. On the introspective level, experimental group from the field of introspection and understanding did better in number of portfolio publications.
C. Teachers from the experimental group did better than teachers from the control group in the blog-writing process.
D. From the reflective benefits been analyzed, the web-based portfolio reflective mode had positive impact on the preschool inclusive class teachers.Although there were four teachers in the experimental group who did not respond and seven thought that difficulties had increased, 19 out of 30 in the experimental group had clarified that their difficulties had been minimized. The result was a more than average level of uplift.
E. From the investigation on web-based portfolio been analyzed, The design of the reflective mode in this study in terms of blog was differed from those traditional reflective diaries.
1.Teachers were willing to continue their blog-writing as a way to solve future problems in their teaching.
2. Teachers felt that blog-writing helped them learning to write introspective diaries. And the discussion functions also helped them to introspect.
3. Through the process of writing blog, the teachers found that they also learned more about inclusive education. They got better insight to the their teaching difficulties. After they had the blog-writing experience, they felt their were more confident to solve future problems.
Keywords:Web-Based Portfolio Reflection Mode, Preschool Inclusive Class Teacher, Teaching Problems, Reflective Thinking-Solving Approach, Blog
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