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題名:課程的教學轉化過程及影響因素之研究:一個闡釋性架構之構築
作者:田奇玉
作者(外文):Chi-Yu, Tien
校院名稱:國立臺北教育大學
系所名稱:教育政策與管理研究所
指導教授:簡紅珠
學位類別:博士
出版日期:2008
主題關鍵詞:課程的教學轉化課程教學pedagogycurriculumpedagogical transformation of curriculumteaching
原始連結:連回原系統網址new window
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本研究的主要目的是探討教師課程的教學轉化過程與相關的影響因素,以構築一個用來理解教師課程教學轉化之相關因素及其影響作用的架構,期能對影響教師課程教學轉化的因素來源以及這些因素如何影響教師課程的教學轉化,能有更周全及深入的理解。同時探究教師課程教學轉化的潛能,以及如何提升教師的課程意識及教學實踐知能,使轉化和改變能實際發生。
為達成構築一個用來理解教師課程教學轉化之相關因素及其影響作用的架構之目的,研究者是以自己的教學經驗與相關文獻的探討為基礎,構築出一個用來理解教師課程教學轉化之相關因素及其影響作用的架構雛型,之後以二位小學教師的個案研究來檢證我所提出的架構雛型。並以研究之所得,對此架構雛型做一修正,而構築一新架構。
本研究採Pettigrew之結構與行動力辯證互動的觀點,試圖去探究影響教師在學校團體這個小型社會系統裡課程教學轉化的重要因素。我由Pettigrew研究中獲得的知識與啟發,在教師課程教學轉化之相關因素及其影響方式的架構雛型中發展水平與垂直兩個向度,用來審視教師的課程教學轉化行動。架構雛型幫助我們覺察與發現到影響教師在學校團體這個小型社會系統裡課程教學轉化的重要因素:規範(norms)、角色(roles)、結構(structure)、凝聚力(cohesiveness)。這些重要因素具「結構/建構」(structuration)的特質,既強調教師在學校團體這個小型社會系統裡課程教學轉化行動的結構性特質,亦重視教師此行動者對該結構的建構作用。
然而,教師課程教學轉化之相關因素及其影響作用的架構雛型是一種「概化知識」,而不是「行動知識」,所以無法協助教師進行實務工作的改進。新架構的內涵,除了架構雛型中原有的「系統」(systems)作用外,再加入兩小一大的作用:「人類多元性」(human diversity)與「方向性」(directionality)作用(兩小),以及「雙路徑學習」(double-loop learning)的能力(一大,一個關鍵作用)。與「人性」相連結的新架構,才有可能在開創教師課程教學轉化的潛力上,尋找到革新契機與可能出路。
The main purpose of the study was to explore the process and influential factors of teacher’s pedagogical transformation of curriculum and to construct an illustrative framework. Meanwhile, the study tried to find out the potentiality of teachers in transforming curriculum pedagogically and the ways to improve teachers’ curriculum consciousness and teaching ability to make transformation and change possible.
To achieve the goal of constructing this pedagogical transformation of curriculum framework, the researcher built a tentative framework based on her own teaching experience and review of relative literature. The researcher then conducted an empirical case study on two elementary teachers about their pedagogical transformation of curriculum to examine the suitableness of this tentative framework. After the tentative framework had been modified based on the findings of this study, a new and more suitable framework was constructed.
The study adopted the viewpoint of Pettigrew’s “the discriminating interaction between the structure and the action” to explore the important factors that affected the two teachers’ pedagogical transformation of curriculum in school, a small social system. The researcher borrowed an idea from Pettigrew’s works to put two dimensions --horizontal and vertical-- onto the tentative framework to illustrate how teacher’s curriculum transformation was influenced by related factors. The tentative framework led the researcher to find out that teacher’s pedagogical transformation of curriculum was affected by four factors of norms, roles, structure and cohesiveness in school which resulted from the function of systems on biological, psychological, social, and cultural factors. These four factors had a characteristic of structuration which featured the curriculum transformation action of teachers in school.
However, the tentative framework was short of providing people with a kind of action knowledge and thus could not inform teachers about how to improve their practice. Therefore, based on the findings of this research, the researcher added three kinds of function other than the “systems” of the tentative framework to the new framework. They are human diversity, directionality and double-loop learning. Being connected with humanity, the new framework is able to guide us to understand more of teacher’s pedagogical transformation of curriculum and the possibility of pedagogical change.
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