變與不變：兩位國小教師學習自詢策略教學之歷程分析
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Date
2009-06-01
Authors
簡馨瑩
宋曜廷
張國恩
Hsin-Yin Chien
Yao-Ting Sung
Kuo-En Chang
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學教育心理與輔導學系
Abstract
本研究探討兩名國小在職教師應用「自詢」策略進行語文教學的學習歷程變化。採取單一受試研究法之多基線設計，以質－量混合研究方法(mixed method)進行教學錄影與訪談內容的資料分析與處理。研究結果發現教師的教學目標與教學內容，從解釋文意表層的字詞解釋轉移至深層理解的段落意義整合。惟，教室裡的教學結構仍偏向於教師主導、上下垂直的師生互動方向。根據教師的學習歷程，發現工作坊所設計的「認知衝突」策略是可以調整參與教師對學生的學習觀，觀察模仿策略可以改變教師的教學內容。本研究最後根據研究結果，提出對在職教師閱讀專業發展課程及未來研究的建議。
本研究探討兩名國小在職教師應用「自詢」策略進行語文教學的學習歷程變化。採取單一受試研究法之多基線設計，以質－量混合研究方法(mixed method)進行教學錄影與訪談內容的資料分析與處理。研究結果發現教師的教學目標與教學內容，從解釋文意表層的字詞解釋轉移至深層理解的段落意義整合。惟，教室裡的教學結構仍偏向於教師主導、上下垂直的師生互動方向。根據教師的學習歷程，發現工作坊所設計的「認知衝突」策略是可以調整參與教師對學生的學習觀，觀察模仿策略可以改變教師的教學內容。本研究最後根據研究結果，提出對在職教師閱讀專業發展課程及未來研究的建議。
This research investigated the effects of self-questioning strategies employed by two primary school teachers in the area of reading lessons. The study was conducted using a mixed-method approach, where video-taped teaching sessions and interviews were used for data analysis. Results indicate that the combined elements of "cognitive conflict", "modeling learning" and teachers' "implicit theory" contributed to teaching concept and behavioral changes in teachers. Under the three elements, two teachers changes were made in the instruction goals and contents. Rather than explaining the meaning of the teaching material, students were encouraged to formulate their own understanding and hence abstraction of the material. However, the interaction between the teacher and students were still largely based on the teacher doing the majority of the initiatives. Finally, this study supported that the strategy of cognitive conflicts and modeling could enable teachers to use new self-questioning instruction and to improve the concept of learning. Based on these results, suggestions for teachers' professional development programs and future studies are discussed.
This research investigated the effects of self-questioning strategies employed by two primary school teachers in the area of reading lessons. The study was conducted using a mixed-method approach, where video-taped teaching sessions and interviews were used for data analysis. Results indicate that the combined elements of "cognitive conflict", "modeling learning" and teachers' "implicit theory" contributed to teaching concept and behavioral changes in teachers. Under the three elements, two teachers changes were made in the instruction goals and contents. Rather than explaining the meaning of the teaching material, students were encouraged to formulate their own understanding and hence abstraction of the material. However, the interaction between the teacher and students were still largely based on the teacher doing the majority of the initiatives. Finally, this study supported that the strategy of cognitive conflicts and modeling could enable teachers to use new self-questioning instruction and to improve the concept of learning. Based on these results, suggestions for teachers' professional development programs and future studies are discussed.