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題名：教師合作設計課程的困難--活動理論觀點
書刊名：教育實踐與研究
作者：陳斐卿 引用關係／林盈秀／蕭述三
作者(外文)：Chen, Fei-ching／Lin, Ying-shiou／Hsiau, Shu-san
出版日期：2013
卷期：26:1
頁次：頁63-94
主題關鍵詞：矛盾；共治；活動理論；教師合作；擾動；Activity theory；Collegiality；Contradiction；Disturbance；Teacher collaboration
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(5) 博士論文(2) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:75
  • 點閱點閱:196
隨著十二年國教的推動，國中面臨重大轉型，教師必須集體共事的互動模式更加確立，教師合作困難的探索研究更形重要。過去文獻多數聚焦在單一領域或科目會議的合作議題，如今，跨越單一領域或處室的合作機會大為增加，所遭逢的挑戰也更為複雜。本文以Engeström的活動理論為架構，檢視新北市一所國中在跨領域與處室的課程模組合作設計過程中具有擾動特徵的互動、與較為內隱的系統性矛盾。資料收集期間為2009年8月至2011年5月共兩年82次的課程模組會議、領域會議、與轉變討論室會議，資料來源包括每次一至兩小時的會議逐字謄稿與觀察紀錄及45人次的訪談資料，以活動理論之介入方法學進行分析。研究發現三種有待磨合的現象：一為「教案集體擁有感的淡薄」，二為「合作接棒區的模糊」，三為「對會議所賦予意義的落差」。藉由活動理論架構進一步辨識出三種系統性矛盾：模組會議做為「工具」的有效性或疲乏性，不同位階者感受不同；集體教案的發展「規則」與內隱價值，在「個人責任感」與「集體擁有感」之間游移；以及教師之間扁平結構合作氛圍下，「分工」處境中的「明言性」與「隱諱性」的拉扯等。本文凸顯當今中學教師對十二年國教的轉型與因應過程中，集體共事表象之下更需深究的合作困境。
The purpose of this study is to identify the difficulties encountered when teacher teams collaborate in designing school-based integrative curriculum units. Conventionally, teachers are used to accomplish tasks by dividing things into subtasks instead of doing them together. Therefore, it is expected that they encounter difficulties while working on curriculum design collaboratively. Using Activity theory as a framework, this study aimed to identify disturbances and inner contradictions in teacher collaborative curriculum-making. Instead of relying merely on interview or observation data, dialogical data were collected in regular team meetings in a junior high school in New Taipei City. Two teacher teams, the green fair unit team and the classroom electricity device unit team, were examined using the framework of activity theory. Three contradictions were discovered: first, the meaning-making of team meetings: effective versus fatigue; second, individual responsibility versus collective ownership; and third, flatter hierarchical structure of division of labors: explicitness versus ambiguity. The complexity of boundary crossing among teachers in junior high school was also discussed.
期刊論文
1.Barab, S.、Schatz, S.、Scheckler, R.(2004)。Using activity theory to conceptualize online community and using online community to conceptualize activity theory。Mind, Culture, and Activity，11(1)，25-47。  new window
2.Burn, K.、Mutton, T.、Hagger, H.(2010)。Strengthening and sustaining professional learning in the second year of teaching。Oxford Review of Education，36(6)，639-659。  new window
3.Engeström, Y.、Virkkunen, J.、Helle, M.、Pihlaja, J.、Poikela, R.(1996)。The change laboratory as a tool for transforming work。Lifelong Learning in Europe，1(2)，10-17。  new window
4.Males, L.、Otten, S.、Herbel-Eisenmann, B.(2010)。Challenges of critical colleagueship: Examining and reflecting on mathematics teacher study group interactions。Journal of Mathematics Teacher Education，13(6)，459-471。  new window
5.Sannino, A.(2008)。From talk to action: Experiencing interlocution in developmental interventions。Mind, Culture, and Activity，15(3)，234-257。  new window
6.Sannino, A.(2008)。Sustaining a non-dominant activity in school: Only a utopia?。Journal of Educational Change，9(4)，329-338。  new window
7.Yamazumi, K.(2008)。A hybrid activity system as educational innovation。Journal of Educational Change，9，365-373。  new window
8.Zellermayer, M.(1997)。When we talk about collaborative curriculum-making, what are we talking about?。Curriculum Inquiry，27(2)，187-214。  new window
9.Yamagata-Lynch, L. C.、Haudenschild, M. T.(2009)。Using activity systems analysis to identify inner contradictions in teacher professional development。Teaching and Teacher Education，25(3)，507-517。  new window
10.Cameron, D. H.(2005)。Teachers working in collaborative structures: A case study of a secondary school in the USA。Educational Management Administration & Leadership，33(3)，311-330。  new window
11.簡紅珠(20050700)。對臺灣中小學教學文化的幾點思考。課程與教學，8(3)，1-13。new window  延伸查詢new window
12.孫敏芝(20100100)。國小教師團隊合作文化的雙面向探討--以發展學校願景為例。課程與教學，13(1)，117-139。new window  延伸查詢new window
13.張德銳(20101100)。喚醒沈睡的巨人--論教師領導在我國中小學的發展。臺北市立教育大學學報．教育類，41(2)，81-110。new window  延伸查詢new window
14.Hawthorne, R. D.(1990)。Analyzing school-based collaborative curriculum decision making。Journal of Curriculum and Supervision，5(3)，279-286。  new window
15.Hickey, R.、Thompson, M. D.(2003)。Collaborative curriculum-making: The interplay of ownership and dialogue。Curriculum Perspectives，23(3)，24-33。  new window
會議論文
1.林盈秀、羅秀容、陳亭之(2011)。行政與教師的難為--綠色中學班級電表課程的實踐。中華民國環境教育學術暨實務交流研討會。花蓮：國立東華大學。  延伸查詢new window
2.Engeström, Y.(2001)。Activity theory as a framework for the study of organizational transformations。Trento, Italy。  new window
3.Engeström, Y.(2008)。From design experiments to formative interventions。The 8th international conference of the learning sciences。Utrecht, the Netherlands：SLS。1，3-24。  new window
4.Wang, C. T., and Chen, F. C.(2011)。Reluctant solidarity: Toward a theory of collaboration。The 3rd International Symposium on Environmental Sociology in East Asia。Bucheon, South Korea。  new window
學位論文
1.施雅慧(2010)。教師專業學習社群之建構與運作-以一所國中創新教學為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
2.陳亭之(2012)。節能減碳實踐中教師和行政的矛盾--活動理論觀點(碩士論文)。國立中央大學，桃園。  延伸查詢new window
圖書
1.Leont'ev, A. N.(1978)。Activity, Consciousness, and Personality。Prentice Hall。  new window
2.Luria, A. R.(1976)。Cognitive development its cultural and social foundations。Cambridge, Mass：Harvard University Press。  new window
3.Wenger, E.(1998)。Communities at practice: Learning, meaning, and identity。England：Cambridge University Press。  new window
4.Nias, J.(1989)。Primary Teachers Talking: A study of teaching as work。London：Routledge and Kegan Paul。  new window
5.Ball, S. J.(1987)。The micro-politics of the school: Towards a theory of school organization。London。  new window
6.Reason, James T.(1990)。Human error。Cambridge University Press。  new window
7.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。  new window
8.Engeström, Yrjo(1987)。Learning by Expanding: An Activity-Theoretical Approach to Developmental Research。Orienta-KonsultitOy。  new window
9.Leont'ev, A.(1981)。Problems of the development of the mind。Moscow, Russia：Progress Publishers。  new window
圖書論文
1.Engeström, Y.(2008)。Disturbance management and masking in a television production team。From teams to knots: Activity-theoretical studies of collaboration and learning at work。Cambridge University Press。  new window
2.Engeström, Y.(2008)。Crossing boundaries in teacher teams。From teams to knots: Activity-theoretical studies of collaboration and learning at work。Cambridge University Press。  new window
3.Engeström, Y.(2009)。The future of activity theory: A rough draft。Learning and expanding with activity theory。Cambridge, UK：Cambridge University Press。  new window
4.Nardi, B. A.(1996)。Studying context: A comparison of activity theory, situated action models, and distributed cognition。Context and Consciousness: Activity Theory and Human-Computer Interaction。MIT Press。  new window
5.Vygotsky, L. S.(1997)。The history of the development of higher mental functions。The collected works of L. S. Vygotsky. Vol. 4: The history of the development of higher mental functions。New York, NY：Plenum。  new window
6.Cole, M.、Engeström, Y.(1993)。A cultural-historical approach to distributed cognition。Distributed cognitions: Psychological and educational considerations。Cambridge University Press。  new window
7.Hargreaves, A.(1992)。Cultures of teaching: A focus for change。Understanding teacher development。New York, NY：Teachers College, Columbia University：Cassell Press。  new window
 
 
 
 
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