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題名：「行動-反思」教學及其在大學教育實習課程的應用
書刊名：課程與教學
作者：徐綺穗 引用關係
作者(外文)：Hsu, Chi-sui
出版日期：2013
卷期：16:3
頁次：頁219-253
主題關鍵詞：行動-反思教學；反思；教育實習；Action-reflection teaching；Reflection；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(9) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:9
  • 共同引用共同引用:166
  • 點閱點閱:74
本研究目的在於探討以一「行動─反思」教學模式為基礎，調整及規劃運用於教育實習課程的教學流程，並探討接受此一教學之實習學生其教學知識、策略的變化，及對學習方法的省思。本研究採用行動研究法，以某國立大學教育系四年級修習教育實習課程之學生為研究對象。研究發現共有下列幾項：1.「行動─反思」教學應用於教育實習其實施教學流程分為實習準備、實習行動及實習後檢討三階段，每一個階段都包含（1）個人反思（2）小組對話反思（3）課堂對話（4）教師的引導統整三者的循環，促使實習學生多次反思，達成行動與理論的統整。2.實習學生其教學知識理解的變化包括：（1）理解「了解學生」對教學的重要性，及學生特質與經驗具有特殊性（2）從個別評量方法的認知，到評量與教學目標、學童發展相互關係的理解（3）教學節奏流暢與教室秩序維持互為消長，良好教學設計可以化解兩難困境（4）從與同儕說話一般稍快的速度，轉變至速度適中的教師口語表達（5）理解時間掌控的內涵隨著教學情境的變化而不同3.實習學生對學習方法的省思：（1）行動學習小組的合作，有助於順利完成學習任務（2）反思有助於個人學習過程的正向情緒（3）行動帶來豐富的學習（4）反思的報告增添課業的負荷。
The purposes of this study were to explore the adaptation of ”action- reflection” teaching model for the implementation of teaching practicum course. It also tried to understand the students' comprehension on their teaching knowledge after they received an ”action-reflection” teaching. During the course, students' reflections of learning method were also discussed. This study applied an action research with a group of forty college students enrolling in a course of teaching practicum.The main findings included: (1) The cycle of ”action-reflection” teaching consisted of personal reflection, group reflection and teacher guided reflection, and integration within the whole class. (2) What students gained more about certain specific concepts of teaching were actually from their reflections on teaching in real contexts. (3) Students became more aware that many factors should be considered simultaneously when evaluating children's performances. (4) The balance between teaching and discipline should be achieved by a well-designed lesson plan. (5) Students became more confident and efficient in using several teaching strategies, such as oral presentation and timing control. (6) Students believe that it was helpful to conduct a team-work to complete learning tasks within their own group. Finally, they all agreed that knowledge was constructed and integrated by involving themselves doing reflections after teaching.
期刊論文
1.Rodgers, C.(2002)。Defining reflection: Another look at John Dewey and reflective thinking。Teachers College Record，104(4)，842-866。  new window
2.徐綺穗(20110500)。從Grossman的反思層次來分析學生的行動反思內涵。教育學誌，25，29-53。new window  延伸查詢new window
3.徐綺穗(20120100)。大學教學的創新模式--「行動-反思」教學對大學生學習成就、批判思考意向及學業情緒影響之研究。課程與教學，15(1)，119-149。new window  延伸查詢new window
4.De John, T. A.、LaBoskey, M.、Haig, Y.、Sharp, S.、Spiers, S.(2011)。Enabling group-based learning in teacher education: A case study of student experience。Australian Journal of Teacher Education，36(5)，92-105。  new window
5.Dinham, S.、Aubusson, P.、Brady, L.(2008)。Distributed leadership as a factor in the outcome of teacher action learning。International Electronic Journal for Leadership in earning，12(4)，1-19。  new window
6.Grushka, K.、McLeod, J. H.、Reynolds, R.(2005)。Reflecting upon reflection: Theory and practice in one Australian University teacher education program。Reflective Practice，6(2)，239-246。  new window
7.Kim, J.、Choy, D.(2008)。Learning to toot your own horn: Preservice teachers integrating music into a childhood classroom。Journal of Research in Childhood Education，22(4)，405-423。  new window
8.Lee, I.(2008)。Fostering preservice reflection through response。Teacher Education Quarterly，35(1)，117-139。  new window
9.MacNaughton, G.、Hughes, P.、Smith, K.(2007)。Rethinking approaches to working with children who challenge: Action learning for emancipatory practice。International Journal of Early Childhood，39(1)，39-57。  new window
10.Nilsson, P.(2009)。From lesson plan to new comprehension: Exploring student teachers'€™ pedagogical reasoning in learning about teaching。European Journal of Teacher Education，32(3)，239-258。  new window
11.Rodam, G., J.(2010)。Facilitating the teaching-learning process through the reflective engagement of pre-service teachers。Australian Journal of Teacher Education，35(2)，20-34。  new window
12.Schmidit, M.(2010)。Learning from teaching experience: Dewey's theory and preservice teachers' learning。Journal of Research in Music Education，58(2)，131-146。  new window
13.Vanhulle, S.(2005)。How future teachers develop professional knowledge through reflective writing in a dialogical frame。L1-Educational Studies in Language and Literature，5(3)，287-314。  new window
14.Zahra, A.、Pavia, C.(2012)。A unique approach to work-integrated learning: Meeting industry, student and educator needs through academic and experiential elements。The ACPET Journal for Private Higher Education，7(2)，41-49。  new window
15.Grossman, R.(2008)。Structures for Facilitating Student Reflection。College Teaching，57(1)，15-22。  new window
16.Johnson, C.、Spicer, D. P.(2006)。A Case Study of Action Learning in an MBA Program。Education & Training，48(1)，39-54。  new window
17.Lee, Hea-Jin(2005)。Understanding and assessing preservice teachers' reflective thinking。Teaching and Teacher Education，21(6)，699-715。  new window
18.林淑梤、張惠博、段曉林(20090300)。促進實習教師教學學習的夥伴式實習輔導。教育科學研究期刊，54(1)，23-53。new window  延伸查詢new window
19.徐綺穗(20120300)。教師參與行動學習團體促進教師專業發展之探討。教育研究，215，30-39。new window  延伸查詢new window
20.Elbaz, F.(1991)。Research on teacher’s knowledge: The evolution of a discourse。Journal of Curriculum studies，23(1)，1-19。  new window
21.Pella, S.(2011)。A situative perspective on developing writing pedagogy in a teacher professional learning community。Teacher Education Quarterly，38(1)，107-125。  new window
22.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
23.黃哲彬(20050300)。論行動學習之理念及其在教師進修上的啟示。學校行政，36，52-59。  延伸查詢new window
24.徐綺穗(20071000)。行動學習理論及其在大學教學的應用--建構「行動-反思」教學模式。課程與教學，10(4)，49-62。new window  延伸查詢new window
25.周水珍(20031100)。師院生集中實習的教學轉化歷程之研究。花蓮師院學報. 教育類，17，31-54。new window  延伸查詢new window
26.許淑玫(20050700)。教育實習經驗的意義解析--以一名國小實習教師為例。課程與教學，8(3)，105-126。new window  延伸查詢new window
27.Clandinin, D. Jean(1985)。Personal practical knowledge: A study of teachers' classroom images。Curriculum Inquiry，15(4)，361-385。  new window
28.Johnston, S.(1992)。Images: A way of understanding the practical knowledge of student teachers。Teaching and teacher education，8(2)，123-136。  new window
29.陳國泰(20110600)。反省取向的「二階段集中實習課程」對國小師資生實務知識發展的影響。教育實踐與研究，24(1)，25-66。new window  延伸查詢new window
30.吳清山(20060300)。師資培育的理念與實踐。教育研究與發展期刊，2(1)，1-31。new window  延伸查詢new window
31.陳國泰(20060900)。國小自然與生活科技資深專家教師實務知識的發展之個案研究。國立臺北教育大學學報. 數理科技教育類，19(2)，31-64。new window  延伸查詢new window
32.Gipe, Joan P.、Richards, Janet C.(1992)。Reflective thinking and growth in novices' teaching abilities。Journal of Educational Research，86(1)，52-57。  new window
33.Binkley, N.、Brandes, G. M.(1995)。Reflection: Meanings and interpretations。Curriculum Inquiry，25(2)，207-212。  new window
34.Corcoran, C. A.、Leahy, R.(2003)。Growing professionally through reflective practice。Kappa Delta Pi Record，40(1)，30-33。  new window
35.Lee, I.(2011)。Teachers as presenters at continuing professional development seminars in the English-as-a-foreign-language context: I find it more convincing。Australian Journal of Teacher Education，36(2)，30-42。  new window
學位論文
1.陳添球(2001)。行動取向的職前師資培育模式之研究--以國小國語科識字與寫字教學為例(博士論文)。國立政治大學。new window  延伸查詢new window
圖書
1.徐綺穗(2008)。大學教學創新--大學生對以行動學習理論為基礎的「行動一反思」教學的看法及其對教學的啟示。教育行政與政策學術研討會論文集。花蓮：國立東華大學。  延伸查詢new window
2.Houston, W. R.、Warner, A. R.(2000)。Inquiry and reflection: Twin needs for improved teacher education。Research on effective models for teacher education。Thousand Oaks, CA：Corwin Press。  new window
3.Mager, R. F.(1962)。Preparing instruction objectives。San Francisco, CA：Fearon。  new window
4.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
5.Mills, G. E.(2011)。Action research: A guide for the teacher researcher。Pearson Education。  new window
6.Altrichter, Herbert、Posch, Peter、Somekh, Bridget(1993)。Teachers investigate their work: An introduction to the method of action research。Routledge。  new window
7.黃美瑛(19950000)。意象：幼兒教師實際知識的運作之研究。屏東：睿煜。new window  延伸查詢new window
8.Argyris, Chris、Schön, Donald A.(1974)。Theory in Practice: Increasing Professional Effectiveness。Jossey-Bass。  new window
9.Sergiovanni, Thomas J.(1995)。The principalship: A reflective practice perspective。Allyn and Bacon。  new window
10.Schön, Donald A.(1987)。Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions。San Francisco, California：Jossey-Bass Inc.。  new window
11.McGill, I.、Beaty, L.(1995)。Action Learning: A Guide for Professional, Managerial and Educational Development。London, UK：Kogan Page。  new window
12.Zeichner, K. M.(1994)。Research on teacher thinking and different views of reflective practice in teaching and teacher education。Teachers' minds and actions: Research on teachers' thinking and practice。London; Brictol, PA：The Falmer Press。  new window
圖書論文
1.LaBoskey, V. K.(1993)。A conceptual framework for reflection in preservice teacher education。Conceptualizing reflection in teacher development。London：The Falmer Press。  new window
2.謝寶梅(1997)。教師效能。教學原理。臺北：師大書苑。  延伸查詢new window
3.陳美玉(2003)。實習教師經常遭遇的問題與對策。新教學實習手冊。心理。  延伸查詢new window
 
 
 
 
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