綜合活動教師實施創意教學之專業成長研究
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2006
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Abstract
本研究旨在探討教師參與創意教學工作坊對提昇創意教學能力的影響，在實施創意教學歷程中教師的專業成長與創意教學對學生學習成效的影響。
本研究採用行動研究法，教師在創意教學工作坊的帶領下設計綜合活動創意教學活動，並進行創意教學之教學實驗；研究者本身是參與者，同時也是觀察者，經由課堂觀察、與學生的交談和學生的回饋單、學習單等資料，提供多方面的回饋與檢證。
本研究之結果如下：
研究者藉由參與創意教學工作坊，獲得與創意教學有關的新知識與新概念，促使研究者持續追求專業自我成長，並經由不斷的學習改善設計課程的能力，使能運用創意教學策略與創意技法，設計出適合國中的創意教學方案。
教師在實施創意教學的歷程中，藉由參與創意教學工作坊與自我探索，潛移默化了教師的教學信念，創意教學成為教師教學中密不可分的一部份，並內化成教師的專業知能，使教師在歷程中促進了自我的專業成長，邁入更熟練之教師生涯階段。
在教師運用創意教學策略與創意技法下，促使學生對學習活動感到更有興趣、且能更積極的參與學習。學生在接受創意教學後，創造力有所提升，且能將創意實踐於日常生活中。學生的正向回饋帶給研究者支持與鼓舞，讓研究者增加了教學的自信與願意繼續進行創意教學的動力。
Abstract The purposes of this study were: (1) to explore the influence on enhancing a teacher’s ability of creative instruction by participating a workshop of creative instruction, (2) to explore a teacher’s professional growth during the process of creative teaching, (3) to examine the effectiveness of creative instruction on students. In this research, action research was used. The teacher, leaded by the workshop, designed the creative instruction programs those were applied on integrative activities and implemented the creative experiments course. Researcher was not only participant but also observer at the same time. The quantitative research method was used. Data collection included classroom observation, interview with students, feedback sheets from students, and students’ homework. The data were analyzed by content analysis. The results of this research were as follows: (1)The researcher obtained new knowledge and new concept related to creative instruction by participating the workshop of the creative instruction. The researcher was inspired by the workshop to pursue teacher’s professional growth and increase her ability to design course with continuous learning. Thus it enabled the researcher to use the creative teaching strategy and skills to design the creative instruction courses suitable to junior high school students. (2)The teacher changed teaching belief by participating the workshop of creative instruction. Creative instruction became a part of teacher’s teaching and is integrated into teacher’s internal proficiency. This process resulted in the improvement of self growth and enabled teacher’s teaching more mature. (3)Under the circumstances that the teacher used the creative teaching strategy and skills, students felt more interested and more active to participate and to learn in the activity. This program enhanced students’ creativity and stimulated students to use their creative skills in daily life. Students’ positive feedback, which increased the researcher’s teaching confidence supported and encouraged researcher to continue the creative instruction.
Abstract The purposes of this study were: (1) to explore the influence on enhancing a teacher’s ability of creative instruction by participating a workshop of creative instruction, (2) to explore a teacher’s professional growth during the process of creative teaching, (3) to examine the effectiveness of creative instruction on students. In this research, action research was used. The teacher, leaded by the workshop, designed the creative instruction programs those were applied on integrative activities and implemented the creative experiments course. Researcher was not only participant but also observer at the same time. The quantitative research method was used. Data collection included classroom observation, interview with students, feedback sheets from students, and students’ homework. The data were analyzed by content analysis. The results of this research were as follows: (1)The researcher obtained new knowledge and new concept related to creative instruction by participating the workshop of the creative instruction. The researcher was inspired by the workshop to pursue teacher’s professional growth and increase her ability to design course with continuous learning. Thus it enabled the researcher to use the creative teaching strategy and skills to design the creative instruction courses suitable to junior high school students. (2)The teacher changed teaching belief by participating the workshop of creative instruction. Creative instruction became a part of teacher’s teaching and is integrated into teacher’s internal proficiency. This process resulted in the improvement of self growth and enabled teacher’s teaching more mature. (3)Under the circumstances that the teacher used the creative teaching strategy and skills, students felt more interested and more active to participate and to learn in the activity. This program enhanced students’ creativity and stimulated students to use their creative skills in daily life. Students’ positive feedback, which increased the researcher’s teaching confidence supported and encouraged researcher to continue the creative instruction.
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Keywords
創意教學, 教師專業成長, Creative instruction, professional growth