綜合活動領域教師引導反思風格之探究─以嘉義縣公立國中為例

Abstract

本研究旨在探討嘉義縣公立國中正式綜合活動領域教師在綜合活動課程之教學中，使用引導反思風格之現況及其成效和困境。本研究之目的為：一、瞭解嘉義縣公立國中正式綜合活動領域教師引導反思風格之現況；二、探討嘉義縣公立國中正式綜合活動領域教師在教學中使用引導反思之困境與解決策略。

本研究使用研究方法分為「量化調查法」及「質化訪談法」。調查法部分使用情境式引導反思風格調查表，瞭解嘉義縣公立國中正式綜合活動領域教師共計51人之基本資料及引導反思風格概況，並將所得資料以SPSS套裝統計軟體進行分析，使用統計方法包含：次數分配、百分比、平均數、離均差平方合及卡方檢定；再從調查結果中以立意取樣抽取單一引導反思風格及平均引導反思風格之教師共計4人，徵詢其同意後進行半結構式深入訪談，以進一步探討其使用引導反思之成效及困境，最後彙整研究成果，向相關單位提出適當的建議。研究所得之主要結果歸納如下： 一、嘉義縣公立國中正式綜合活動領域教師在引導反思風格主要以「前導式反思」、「傳統問答法」及「參與者導向反思」為主，其中以「傳統問答法」為主之教師最多。 二、綜合活動領域教師在引導反思風格呈現以兩種風格為最高分者，顯示其目前處於引導反思風格轉換之過渡期，然仍須考量其任教班級之整體表現及狀況。 三、大部分綜合活動領域教師未能根據不同情境及狀況使用不同的引導反思方式，其原因為：「受學生整體素質影響」、「受限於上課節數與時間」、「任教年資較淺之教師在教學中無其他資歷且無同科老師做為參照點」。 四、綜合活動領域教師在教學中能平均使用引導反思方式的原因為：「事先了解不同班級狀況以做調整」、「年資較淺之教師能靈活運用引導反思方式」、「常態分班有助於彈性使用引導反思方式」、「能有效將反思的權力下放給學生」。 五、大部分綜合活動領域教師之引導反思風格較偏向於以教師為中心之原因為：「受整體學生素質及程度影響」、「較能掌控教學目標與時間」 六、不同性別綜合活動領域教師與引導反思風格雖無顯著差異，但男性教師在「前導式反思」比例高於女性教師。 七、不同任教科目綜合活動領域教師與引導反思風格雖無顯著差異，但童軍科教師在「前導式反思」及家政科在「傳統問答法」均高於其他科。 八、不同任教年資綜合活動領域教師與引導反思風格之運用情形，在「傳統問答法」中任教年資1~5年之教師顯著高於任教年資11~15年級16~20年之教師。 九、引導反思偏向以參與者為中心之教師較能關注到學生議題，尊重學生想法與感受，建立學生對於議題之普同感及自發參與。 十、綜合活動領域教師進行引導反思時遭遇之困境為：「學生狀況與背景」、「上課節數與時間」、「反思成效難以評估」及「教師引導反思知能」。

基於上述研究發現，本研究提出以下之建議，提供綜合活動領域教師、學校單位及教育主管行政機關參考：

一、教育主管行政機關方面：提供引導反思相關之能研習、鼓勵其他科教師與綜合活動領域教師參加研習，並且在大學師資培育課程中加入引導反思相關訓練。 二、學校單位方面：聘用正式綜合活動領域教師、商請行政支持且協助綜合活動領域調整課程時間。 三、綜合活動領域教師方面：主動參加增能研習，進行同儕觀課及交流、善用領域時間，鼓勵教師參加各項教師專業社群、多元使用不同引導反思方式，在反思中使學生增權益能。

This study aims to explore the application of Processing Tendencies by public junior high school teachers in Chia-yi County from Areas of Integrative Activities.The purpose of this study: A. To understand the current status of the application of Processing Tendencies by public junior high school teachers in Chia-yi County from Areas of Integrative Activities. B. To conclude the effect and the difficulties of the application of Processing Tendencies by public junior high school teachers in Chia-yi County from Areas of Integrative Activities

Both questionnaire dissemination and qualitative research method are adopted in this study. The data was collected from a questionnaire to 51 public junior high school teachers in Chia-yi County from Areas of Integrative Activities. The data were analyzed by the statistical methods of frequency distribution, percentage, mean, Sum of squares of deviations, chi-square test in SPSS. It also took purposive sampling by interviewing 4 teachers representing each Processing Tendencies in order to understand the effect and the difficulties of the application of Processing Tendencies. Through depth interview to make data collection and analysis, finally compile research results, and give appropriate recommendations to the relevent units. The study found that there are some results as the following:

A.Facilitator Frontloading, Traditional Q&A, Participant-Directed Processing are adopted by junior high school teachers in Chia-yi County from Areas of Integrative Activities. Among these aproaches, Traditional Q&A is the one most teachers choose. B.Junior high school teachers in Chia-yi County from Areas of Integrative Activities who scores the highest in two Processing Tendencies indicates that they are under a transition statement. The status and quality of the class should be considered. C.Most junior high school teachers in Chia-yi County from Areas of Integrative Activities are unable to adopt different Processing Tendencies under certain situation due to the following reasons: the quality of students, limited amount of time or classes, lack of seniority or of colleagues teaching the same subject. D.Most junior high school teachers in Chia-yi County from Areas of Integrative Activities can adopt Processing Tendencies averagely due to the following reasons: a prior understanding of the status and quality of the class, the flexibility of practicing Processing Tendencies equipped by younger teachers, the effectiveness of decentralizing the authority of Processing. E.Most junior high school teachers in Chia-yi County from Areas of Integrative Activities tend to have a conductor-centered Processing Tendencies due to the following reasons: affection of students’ quality, controlment of teaching goal and the length of time. F.The relation of Gender differences and Processing Tendencies shows no significant deviation. However, the pericentage of male teachers’ Facilitator Frontloading is significantly higher. G.The relation of different teaching subjects and Processing Tendencies shows no significant deviation. However, scout teachers’ Facilitator Frontloading and domestic teachers’ Traditional Q&A are significantly higher than those teaching other subjects. H.The length of teaching the subject is relevant to a teacher’s Processing Tendencies. Teachers with one-to-five-year length of service shows a higher score in Traditional Q&A approach comparing to those with eleven-to-fifteen-year and sixteen-to-twenty-year length of service. I.Participant-centered teachers adopting Processing Tendencies tend to concern more about students’ issues and establish students’universality and willingnessto participate the issues. J.The difficulties junior high school teachers in Chia-yi County from Areas of Integrative Activities encountered during the practice of Processing Tendencies: students’ backgrounds and status, difficulty of evaluation, teacher-oriented self-reflection.

Based on the above research findings, we propose the following suggestions to the provision of school teachers from Areas of Integrative Activities and education administration authority reference: A.As to administration authority: offer Processing-Tendencies-relevant conferences, and encourage teachers teaching other subjects and teachers from Areas of Integrative to Activities to attend these conferences. B.As to administration units: Employing formal teachers from Areas of Integrative Activities, and support administration system to support the adjustment of time of teachers from Areas of Integrative Activities. C.As to teachers from Areas of Integrative Activities: initiatively participating conferences, class observation and the interchange of opinion, encouragement of communities aiming to enhance the skills of teaching, polybasic appliance of Processing Tendencies, and to enhance students’ ability in the process of self-examination.