跳出,反思與察覺-我透過實施自我監控策略追求專業成長之行動研究
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2006
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Abstract
這是一個以我自身求學及教學經驗出發,追尋在教學現場中專業成長的研究故事。
在這個研究中,我利用行動研究法,以教學現場為研究場域,教導我的學生小勁實施自我監控策略。在教導小勁實施自我監控策略的過程中,我期望能夠達到提昇個人專業能力的目的,並改善小勁的自我控制能力。
研究結束以後,我以實施自我監控策略之經驗,歸納出自我監控策略中,九種成分策略中各自具有之重要性,並整理出實施自我監控策略之流程及各步驟需要注意的事項。
在研究過程中,我經歷了追著資料跑與跳出研究現場兩個階段,前階段讓我陷在研究現場看不清當中的一切,也無法解決現場中眾多的問題。後階段我跳出研究現場,以第三者的角色反思研究過程中的一切,這使我重新發現小勁在實施策略過程中的努力、我在教學經驗上的不足、對於自我監控策略有過高的期待,以及不容許小勁及自己在學習過程中犯錯等種種缺失,但也重新發現自己所作之努力對小勁產生的正向影響。在覺察到自己的缺失以後,我學會接受自己教學上的不完美,開始調整自己的缺失及教學行動,並對自己的成長感到高興。
Abstract The study story, which is based on my past learning and teaching experiences, helps me to be more professional in guiding special students. In this research, the action research method is used on-the-spot in all my teaching scenes to teach my student-Xiao Jing how to practice his self-monitoring strategy. During the teaching process, I expect to improve Xiao Jing’s self-control abilities and increase my specialized ability as well. Based on my own research experience, I generalize the nine methods for self- monitoring strategies, which show their own importance. I also reorganize the procedures and matters for attention during practicing the self- monitoring strategy after I finished the research. While doing the research, I went through two phases-pursuing after the data and jumping out of the research field. During the first phase, I couldn’t understand everything clearly and couldn’t solve many problems that happened in the research field. During the second phase, I jumped out of the research field and reflect everything of the research process with the third party’s point of view. This made me rediscover Xiao Jing’s effort when he practiced the self-monitoring strategy. Furthermore, I found the deficiencies of my teaching experience-having over high anticipation about the effect of self- monitoring strategy and not tolerating the errors of Xiao Jing and mine during the learning process. Through the reflection, I found the positive effect of Xiao Jing that resulted from my effort. After perceiving the mistake, I learn to accept the imperfection of myself and try hard to adjust my action. I am happy for my growth.
Abstract The study story, which is based on my past learning and teaching experiences, helps me to be more professional in guiding special students. In this research, the action research method is used on-the-spot in all my teaching scenes to teach my student-Xiao Jing how to practice his self-monitoring strategy. During the teaching process, I expect to improve Xiao Jing’s self-control abilities and increase my specialized ability as well. Based on my own research experience, I generalize the nine methods for self- monitoring strategies, which show their own importance. I also reorganize the procedures and matters for attention during practicing the self- monitoring strategy after I finished the research. While doing the research, I went through two phases-pursuing after the data and jumping out of the research field. During the first phase, I couldn’t understand everything clearly and couldn’t solve many problems that happened in the research field. During the second phase, I jumped out of the research field and reflect everything of the research process with the third party’s point of view. This made me rediscover Xiao Jing’s effort when he practiced the self-monitoring strategy. Furthermore, I found the deficiencies of my teaching experience-having over high anticipation about the effect of self- monitoring strategy and not tolerating the errors of Xiao Jing and mine during the learning process. Through the reflection, I found the positive effect of Xiao Jing that resulted from my effort. After perceiving the mistake, I learn to accept the imperfection of myself and try hard to adjust my action. I am happy for my growth.
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自我監控, 注意力缺陷過動症, 專業成長, 反思, 行動研究, self-monitoring, ADHD, professional growth, reflection, action research