生物課堂教學樣貌的詮釋性研究－以TIMSS-R錄影研究中的五國生物課堂為例

Abstract

本研究的目的是想建立一個能夠做為分析跨國生物課堂錄影研究的分析架構，並且藉由本研究的重新詮釋，分析TIMSS-R錄影研究於2011年所釋出的五國科學課堂錄影資料，進而提供不同國家的教學資訊以及可供臨摹參考的教學優點。 本研究為質性研究，採用詮釋研究法，並且歷經「初始期」、「釐清期與發展期」以及「調整期與固定期」共三個階段的資料分析，最後決定以教學表徵、Kikan-Shido、教學行為以及教科書的使用情形來分析各國於不同教學歷程間，所呈現的結果異同。 研究結果發現五個國家教師使用教學表徵於課堂教學的比率大致上都高於74%，由此顯示出各國教師都是相當重視每一堂課可以傳授知識給學生的機會。但其中美國教師使用教學表徵於課前複習上的比率，遠遠高出於其他的教學歷程時期；也就是說美國僅花了不到29％的時間教授與當日課程目標有關的概念知識。再者，教師的「口語解釋」教學表徵是科學教師常使用的教學表徵；但唯獨美國教師在「口語解釋」教學表徵的使用比率上偏低，較偏好於使用「圖表呈現」或「多媒體教學」的教學表徵，來替代「口語解釋」於教學上的功能。 如果要觀察一個教師的教學特色，可分析各國教師於IPA及PSM的時間內所偏好使用的教學轉化方法，例如：捷克及荷蘭教師皆重視「問答引導」於概念上的教學呈現；「荷蘭」教師相當重視學生的獨立學習，並且給予班上學生足夠的時間以建構屬於學生自己的知識。澳洲及日本教師則認為全班進行「小組合作學習」的時候，是一個能夠讓教師與學生距離拉近的機會，不僅較容易提供個別學生適性教學，也是一個創造友善教學的機會。在總結課堂知識上，可以發現澳洲、捷克及美國的教師都喜歡使用「作業練習」教學活動來達到教學複習的目的。捷克教師更是使用了「多媒體」教學表徵來幫學生總節當日所學的課程內容；而日本教師是藉由全班一起念課文，以及寫下板書重點來做為一堂課的結束。 教科書的使用上，可以發現最忠實於教科書的國家為荷蘭；捷克及日本是採部份依循，美國及澳洲國家則是依據教師的專業，採用自編講義來達到教學的目標。 Kikan-Shido的使用上，可以發現美國教師是扮演一個監控教學進度以及提拱學生適時引導的角色，並不是主動的教學者。荷蘭教師則是藉由這段時間搭建概念鷹架來引導學生思考問題、指導學生學習、監控教學進度或用來增進師生間的感情交流。日本藉由Kikan-Shido給予學生於學習上鼓舞、打氣，以及透過不斷的提問以引導學生主動思考；尤其特別的是，日本教師非常重視學生上台分享學習成果的經驗，這是日本教師獨有的教師信念。他認為給予學生練習上台分享的機會，可以提升學生於學習的自信心。 捷克教師不是很重視以學生為主的學習活動，因此她使用Kikan-Shido於一堂課裡的時間比例極為低；多用於監控全班學習進度或者是提供全班有關作業如何書寫的教學資訊。這段時間對於捷克教師來說，並不是一個可以進行師生互動的機會，只是學生用來檢討自己學習程度的時間。澳洲教師非常重視Kikan-Shido的使用，並且善用Kikan-Shido的教學功能；除了輔助學生學習，並且創造一個更具友善的教學環境，使學生降低學習焦慮。

The purpose of this study is to establish a coding framework for video analysis that can be used for cross-national comparison of biology classes. Subsequently, the framework was attempted on the TIMSS-R videotapes data that were released in 2011, thereby illuminating the advantages and disadvantages of different teaching strategies adopted by biology teachers in different countries. In order to achieve its purpose, this study adopted a mixed method design by first comparing and contrasting several existing frameworks for coding videos that led eventually to the compilation of a new framework that is intended to be applicable in a cross-national settings. The whole process involved three phases, starting from the initial stage, the clarification and development stage, and then finalizing into the adjustment stage that settled on incorporating the comparison of various instructional representations, instruction activities, Kikan-Shido (or between-desks-instructions), teaching behavior and textbooks usage into the framework. The results indicated that teachers in all five countries, namely, Australia, Czech Republic, Japan, the Netherlands, and the United States, used “instructional representation to explain biological contents” with at least 74% of the time, indicating that the importance of this instructional approach. It was noticed that the usage of “instructional representation to explain biological contents” by the American teacher for reviewing was far higher than for other purposes, which amounted to reflecting that the American teacher took less than 29% of the teaching time for teaching the topic of the day. Furthermore, the ratio of verbal explanation by the American teacher was lower than those by teachers of the other countries. Besides verbal explanation, the American teacher resorted to using more graphical illustration and multi-media. On the other hand, it was noticed that comparing the relative approach to “teaching process” within the IPA and PSM process was an appropriate way to analyze the teaching characteristics of teachers from the five countries. For example teachers from the Czech Republic and The Netherlands preferred to use question-and-answer approach as a pedagogical means for guided conceptual learning. In contrast, the Dutch teacher valued independent learning by students and allowed them more time to construct their own knowledge. However, the teachers from Australia and Japan regarded group learning as a good opportunity that allowed closer interaction between the teacher and students. Not only was it easier to provide adaptive teaching to individual students, but it also created a friendly teaching environment. The analysis revealed various usage of instructional representations across countries in teaching biological concepts and sub-concepts as well as in the clarification of any misconceptions. The analysis of the PSM process revealed that for the Australian, the Czech Republic’s and the American teachers preferred to give students assignments in order to achieve the purpose of teaching review. The Czech Republic’s teacher, in addition, adopted a multi-media teaching, while the Japanese teacher let the whole class read the text in unison and wrote the summary of the lesson on the board at end of class. As for “textbooks usage”, it was found that the Dutch teacher made use of the textbooks at the highest rates in comparison to his peers. The teachers from the Czech Republic and Japan used the textbooks part of the time, while the American and the Australian teachers preferred to use handouts while they taught. These practices seemed to depend on the teachers’ subject matter knowledge of Biology, pedagogical content knowledge and their personal preference. As regards the feature of “Kikan-Shido,” it was noticed that the American teacher used Kikan-Shido as a way to monitor the learning progress of students and to give them guidance in a timely manner. The Dutch teacher used Kikan-Shido to provide scaffolding as a special form of explanation, guiding students to think along with the questions, monitoring the progress of students and promoting closer interaction between the teacher and students. The way the Japanese teacher used Kikan-Shido was in encouraging the students to learn and in guiding them to think by asking questions. It was regarded as an instructional act related to the on-task activity and intended to motivate and to provide support and feedback to individuals or to groups of students. The teacher of Czech Republic placed less emphasis on student-centered activities. Kikan-Shido was used as a means for monitoring and in providing instructional information regarding how the assignments should be written. It was not a time for teacher and students interaction, but rather for students to reflect on their own progresses. Finally, the Australian teacher made extensive use of Kikan-Shido in the lesson for an extended periods of time. It was interpreted that the teacher consciously regarded that he could use various instructional practices to create a friendly teaching environment, thereby implicitly reducing the potential power differences between the teacher and the students.