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題名：學生反思內涵的分析及其對教學實習課程的啟示
書刊名：教育研究與發展期刊
作者：徐綺穗 引用關係
作者(外文)：Hsu, Chi-sui
出版日期：2009
卷期：5:1
頁次：頁35-58
主題關鍵詞：反思；教學反思；教學實習；Self-refection；Reflective teaching；Teaching practicum
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(15) 博士論文(1) 專書(1) 專書論文(0)
  • 排除自我引用排除自我引用:14
  • 共同引用共同引用:8
  • 點閱點閱:114
教師專業素質的優劣關係著教育的品質，因此如何強化師資培育的功能為一重要課題。在師資培育的過程中，而教學實習課程是準教師踏入教學實務現場的第一步，具有相當的重要性。本研究根據Argyris & Schön（1974）、McGill & Brockbank（2004）的反思觀點，引導學生在教學實習課程中的見習及試教兩項活動進行反思，並針對學生的反思內涵進行分析，再根據研究發現，提出對教學實習課程的建議。本研究採取質性研究方法，研究對象是三位修習教學實習課程的大四學生，以三位學生的反思報告為主要的分析依據，再加上對學生的訪談及教學光碟作為三角校正。研究有三項主要發現：一、實習學生在實務現場歷經正負向情緒轉變，見習時，是從興奮、期待到無助；試教則是從緊張、焦慮到無助，試教時的焦慮感有助於激發其積極的學習動機。二、實習學生對於見習，會依據所見進行對教師班級經營各面向廣泛的反思檢討，而在試教的活動中，實習學生會聚焦於教學策略及學生特質做較深入的反思。三、學生產生多層次的反思，包括行動中的反思、行動中反思的敘述及行動後的反思及雙重迴圈的學習。根據研究發現，本研究對教學實習課程的實施，提出三點建議：一、引導學生進行內省及對話的反思。二、見習與試教活動交替進行，強化學生的教學知識。三、教學時引發學生多層次的反思。
Reflection is an important method for improving preservice teachers’ connection between theory and practice. The study is to explore the reflection of college students majored in the curriculum of teaching practicum. Qualitative analysis was employed in this study. Data collection includes the college students’ reports of self-reflection and field notes during the observation and teaching in the elementary school classroom setting. The records of college students’ interview and the CD of their teaching practice were also checked. There are four conclusions: 1. College students had both positive and negative academic emotions when they observed or teaching in the elementary classroom. 2. College students reflected on all kind of teachers’ knowledge when they observed the teacher’s routine in the classroom. 3. College students reflected on the teaching strategies and the characteristic of children mostly through teaching by themselves. 4. College students had multidimensional reflections in the authentic environment. The suggestions about the teaching practicum curriculum including: the teacher can conduct the college students to observe only and teach by themselves in the classroom setting in turn, for improving their teachers’ knowledge. Promoting reflections through the college students’ dialogs in the peer group for intensify their positive academic emotions and active learning attitude. Multidimensional reflections can also use to enhance college students clarifying the concepts, and knowledge construction.
期刊論文
1.Johnson, C.、Spicer, D. P.(2006)。A Case Study of Action Learning in an MBA Program。Education & Training，48(1)，39-54。  new window
2.Pekrun, Reinhard(1992)。The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators。Applied Psychology: An International Review，41(4)，359-376。  new window
3.Wilson, K.、Fowler, J.(2005)。Assessing the Impact of Learning Environments on Students' Approaches to Learning: Comparing Conventional and Action Learning Designs。Assessment & Evaluation in Higher Education，30(1)，87-101。  new window
4.Lasky, B.、Tempone, I.(2004)。Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques。Journal of Further and Higher Education，28(1)，79-94。  new window
5.Moran, M. J.(2007)。Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers。Teaching and Teacher Education: An International Journal of Research and Studies，23(4)，418-431。  new window
6.Van de Boom, G.、Paas, F.、van Merriënboer, J. G.(2007)。Effects of elicitedreflections combined with tutor or peer feedback on self-regulated learning and learning outcomes。Learning & Instruction，17(5)，532-548。  new window
7.Lizzio, A.、Wilson, K.(2004)。Action Learning in Higher Education: An Investigation of Its Potential to Develop Professional Capability。Studies in Higher Education，29(4)，470-488。  new window
8.Shulman, Lee S.(1987)。Knowledge and Teaching: Foundations of the New Reform。Harvard Educational Review，57(1)，1-23。  new window
9.Pekrun, Reinhard、Goetz, Thomas、Titz, Wolfram、Perry, Raymond P.(2002)。Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research。Educational Psychologist，37(2)，91-105。  new window
10.Bath, D., Smith, C., Stein, S.,、Swann, R.(2004)。Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create avalidated and living curriculum。Higher Education Research and Development，23(3)，313-328。  new window
11.Bourner, T., Cooper, A.,、France, L.(2000)。Action learning across a university community。Innovations in Education and Training International，37(1)，2-9。  new window
12.Danielowich, R.(2007)。Negotiating the conflicts: Reexamining the structure and functionof reflection in science teacher learning。Science Education，91(4)，629-663。  new window
13.Frank, H. D.(1996)。The use of action learning in British higher education。Education + Training，38(8)，7-15。  new window
14.Orland-Barak, L.、Yinon, H.(2007)。When theory meets practice: What student teacherslearn from guided reflection on their own classroom discourse。Teaching and Teacher Education，23(6)，957-969。  new window
學位論文
1.曾榮華(2006)。一位國民小學校長課程領導實踐智慧之研究：課程美學探究取向，0。new window  延伸查詢new window
2.楊美伶(2004)。輔導國小數學教師發展教學反思能力之研究(碩士論文)。國立台北師範學院，台北。  延伸查詢new window
3.蔡鳳芝(2005)。職前教師在教學實習課程中教學信念與教學反省行為之探究(碩士論文)。國立中山大學。  延伸查詢new window
4.阮馨儀(2005)。行動學習對於學生學習效果之研究—以中原大學企管系學生為例。  延伸查詢new window
5.邱祺霈(2004)。一位教師教學歷程的反思。  延伸查詢new window
6.鄭玟君(2002)。職前教師反思之研究：以班級經營課程為例。  延伸查詢new window
圖書
1.Brockbank, A.、McGill, I.(1998)。Facilitating Reflective Learning in Higher Education。Buckingham, UK/ Philadelphia, PA：Open University Press/Society for Research in Higher Education。  new window
2.McGill, I.、Brockbank, A.(2004)。The action learning handbook。London：Rouledge Falmer。  new window
3.Elliott, J.(1991)。Action research for education change。Open University Press。  new window
4.Schön, Donald A.、夏林清、鄭村棋(2004)。反映的實踐者：專業工作者如何在行動中思考。台北：遠流。  延伸查詢new window
5.Revans, R. W.(1982)。The Origins and Growth of Action Learning。Chartwell-Bratt。  new window
6.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
7.Dewey, John(1933)。How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process。D. C. Heath and Company。  new window
8.Argyris, C.、Putnam, R.、Smith, D.(1985)。Action science。San Francisco：Jossey-Bass。  new window
 
 
 
 
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