國小專家與新手教師家庭作業實施歷程之比較研究
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2016
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Abstract
本研究旨在探討國小專家與新手教師實施家庭作業之歷程，並比較兩者的異同。主要研究目的有三：一為了解國小專家與新手教師實施家庭作業之理念，二為探討國小專家與新手教師指派、指導、批改與回饋家庭作業的歷程，第三則是比較國小專家與新手教師實施家庭作業理念和歷程的異同。
本研究採取質性的研究方法，以三位專家教師及三位新手教師作為研究對象，過程中以訪談及文件分析法蒐集資料，分析研究資料後，根據文獻探討、研究發現與討論，獲得以下研究結論：
壹、專家與新手教師的家庭作業理念受到個人所處的生涯階段影響，對於家庭作業的目的、功能及負面影響，抱持不同的認知及態度。
貳、在家庭作業的指派方面，專家與新手教師皆會依據學生年段及課餘時間調整家庭作業份量，在指派類型上，專家教師傾向指派符合班級需求的家庭作業，新手教師則傾向讓學生自行設計數學作業的題目。
參、在家庭作業的指導上，專家與新手教師都會指導學生完成家庭作業的方法，但專家教師較著重培養學生自律行為來提升家庭作業的品質。
肆、在家庭作業的批改與回饋方面，專家與新手教師皆會提供學生家庭作業回饋，但專家教師的回饋方式較新手教師多元。
最後，根據研究結果，對專家教師與新手教師的家庭作業研究，從研究主題、研究對象及研究方法三個面向，提出具體之建議。
This study aims to investigate the homework implementation processes of the expert teacher and the novice teacher in the elementary school, and compare their differences. The objectives are: (1) to understand the ideas of homework of expert teachers and novice teachers in the elementary school; (2) to explore homework implementation process of expert teachers and novice teachers in the elementary school, it contains assignment, instruction, correct and feedback; (3) to compare the ideas and implementation of homework between expert teachers and novice teachers in the elementary school. The participants of this research were three expert teachers and three novice teachers. This study accomplished these goals through the use of qualitative research methods, including interviews and document analysis. Based on the collected data and the data analysis, there are some findings: 1. Influenced by personal career stage, expert teachers and novice teachers holds different cognitive and attitude toward the idea of homework, including the purposes, positive and negative impacts of homework. 2. Homework assignment: expert teachers and novice teachers all will adjust the frequency and duration of homework based on students’ grade and time. In terms of the type of homework, expert teachers assign which satisfies students’ need, novice teachers enable students to design their math homework. 3. Homework instruction: expert teachers and novice teachers all will give students instruction in homework completion methods. Rather than novice teachers, expert teachers put more emphasis on students’ self-regulation to improve the quality of homework. 4. Homework correction and feedback: expert teachers and novice teachers all will provide students with homework feedback, but expert teachers’ methods are more multivariate than novice teachers. Finally, based on the findings, suggestions for future studies are provided.
This study aims to investigate the homework implementation processes of the expert teacher and the novice teacher in the elementary school, and compare their differences. The objectives are: (1) to understand the ideas of homework of expert teachers and novice teachers in the elementary school; (2) to explore homework implementation process of expert teachers and novice teachers in the elementary school, it contains assignment, instruction, correct and feedback; (3) to compare the ideas and implementation of homework between expert teachers and novice teachers in the elementary school. The participants of this research were three expert teachers and three novice teachers. This study accomplished these goals through the use of qualitative research methods, including interviews and document analysis. Based on the collected data and the data analysis, there are some findings: 1. Influenced by personal career stage, expert teachers and novice teachers holds different cognitive and attitude toward the idea of homework, including the purposes, positive and negative impacts of homework. 2. Homework assignment: expert teachers and novice teachers all will adjust the frequency and duration of homework based on students’ grade and time. In terms of the type of homework, expert teachers assign which satisfies students’ need, novice teachers enable students to design their math homework. 3. Homework instruction: expert teachers and novice teachers all will give students instruction in homework completion methods. Rather than novice teachers, expert teachers put more emphasis on students’ self-regulation to improve the quality of homework. 4. Homework correction and feedback: expert teachers and novice teachers all will provide students with homework feedback, but expert teachers’ methods are more multivariate than novice teachers. Finally, based on the findings, suggestions for future studies are provided.
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家庭作業, 專家教師, 新手教師, homework, expert teacher, novice teacher