「學習共同體」的課堂風景－五位個案教師理解及實踐之研究
No Thumbnail Available
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究採用個案研究法，對五位「學習共同體」前導學校的教師進行研究，探討其對「學習共同體」的理解及其在教室中的實踐情形。本研究目的有四：（一）瞭解五位實踐「學習共同體」之個案教師的背景，（二）探究個案教師如何實踐「學習共同體」，（三）瞭解學生對「學習共同體」的感受及其學習希望感，（四）再思「學習共同體」的課堂風景，並分析可能影響「學習共同體」課堂風景的因素。研究發現，五位率先實踐「學習共同體」的教師呈現一些共同的個人特質、動機和實踐樣貌；然而，部份個殊條件和學校專業成長文化則會影響「學習共同體」的實踐。「學習共同體課室」可營造良好的學習希望感，而依「個人希望感」和「集體希望感」的不同，可將學生分為四種類型的學習者，分別是「思考及表達能力進展者」、「協同學習的最佳受益者」、「學習自信缺乏之危機者」、「高學力卻未感受獲益者」。本研究亦發現，在「教學前」，教師的課堂教學設計甚為重要，共同備課可補個人備課之不足；在「教學中」，須注意協同小組成員的組合及學生討論對話能力的指導，安心對話的環境需營造、教師觀課制度待建立，而學習共同體公共性的心理障礙尚待克服；在「教學後」，教師的教學反思被促發、議課文化及以課堂事實為根基的安心對話環境待建立、多元評量待落實，而專業的教學領導亦有其必要性。根據研究結論，本研究分別對國民小學教育人員及未來研究提出建議，以供參考。
A case study was used in this research, which includes five teachers from five pilot elementary schools implementing the practices of “Learning Community”. There are 4 main objectives of this research: (1) Understand the background of the teachers participating in the Learning Community. (2) Study the feedback from the teachers about the implementation of Learning Community. (3) Understand how the students learn and their hopes with Learning Community. (4) Review the scenes in the classrooms of the Learning Community and analyze the factors that may impact the practice of Learning Community. The research results indicated that these five pioneering teachers showed some common features on personal characteristics, motivations, and practice methods on teaching. However, the background of each individual teacher and the professional environment of each school would affect the practice of Learning Community. The Learning Community can provide a good environment and incentives, or hopes, for the students in learning. Based on the combination of “Individual Hope” and “Collective Hope”, four types of learners can be expected. These four types of learners are: “developers on thinking and expression”, “beneficiary from coordinating learning”, “individuals with sense of crisis who lack confidence on learning”, and “individuals with higher achievement but not feeling benefitted”. This research also found that it’s significantly important that the design of the teaching plan is performed prior to the starting of the class, and collaborative planning of lessons better than the individual planning. In the class, attention should be applied to the combination of the members in the collaboration team and the instruction on the discussions among students with different verbal capabilities. A comfortable environment for dialogues and the classroom observation system needs to be established. The psychological obstacles of “Public Philosophy” occurred in Learning Community need to be overcome. After the class, the reflections of teaching would be inspired. The cultures of lesson discussions and the settings of the comfortable environment for dialogues based on classroom scenes should be conducted. It’s also necessary to solidify the multiple assessment system and the professional leadership in teaching. Based on the conclusions of this research, suggestions have been proposed for both the elementary school faculty and the future researchers.
A case study was used in this research, which includes five teachers from five pilot elementary schools implementing the practices of “Learning Community”. There are 4 main objectives of this research: (1) Understand the background of the teachers participating in the Learning Community. (2) Study the feedback from the teachers about the implementation of Learning Community. (3) Understand how the students learn and their hopes with Learning Community. (4) Review the scenes in the classrooms of the Learning Community and analyze the factors that may impact the practice of Learning Community. The research results indicated that these five pioneering teachers showed some common features on personal characteristics, motivations, and practice methods on teaching. However, the background of each individual teacher and the professional environment of each school would affect the practice of Learning Community. The Learning Community can provide a good environment and incentives, or hopes, for the students in learning. Based on the combination of “Individual Hope” and “Collective Hope”, four types of learners can be expected. These four types of learners are: “developers on thinking and expression”, “beneficiary from coordinating learning”, “individuals with sense of crisis who lack confidence on learning”, and “individuals with higher achievement but not feeling benefitted”. This research also found that it’s significantly important that the design of the teaching plan is performed prior to the starting of the class, and collaborative planning of lessons better than the individual planning. In the class, attention should be applied to the combination of the members in the collaboration team and the instruction on the discussions among students with different verbal capabilities. A comfortable environment for dialogues and the classroom observation system needs to be established. The psychological obstacles of “Public Philosophy” occurred in Learning Community need to be overcome. After the class, the reflections of teaching would be inspired. The cultures of lesson discussions and the settings of the comfortable environment for dialogues based on classroom scenes should be conducted. It’s also necessary to solidify the multiple assessment system and the professional leadership in teaching. Based on the conclusions of this research, suggestions have been proposed for both the elementary school faculty and the future researchers.
Description
Keywords
學習共同體, 教師實踐, 個人希望感, 集體希望感, 個案研究, Learning Community, teacher practice, individual hope, collective hope, case study