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博碩士論文 etd-0212103-225543 詳細資訊
Title page for etd-0212103-225543
論文名稱
Title
職前教師反思之研究:以班級經營課程為例
The Study of Preservice Teachers Reflection:A Case Study of Classroom Management Course
系所名稱
Department
畢業學年期
Year, semester
語文別
Language
學位類別
Degree
頁數
Number of pages
130
研究生
Author
指導教授
Advisor
召集委員
Convenor
口試委員
Advisory Committee
口試日期
Date of Exam
2003-01-28
繳交日期
Date of Submission
2003-02-12
關鍵字
Keywords
職前教師、反思、班級經營課程
reflection, classroom management course, preservice teacher
統計
Statistics
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中文摘要
本研究旨在探究職前教師對班級經營主題的理解;剖析非同步網路環境的討論,對職前教師的班級經營知能學習的影響;探究職前教師作業單的書寫、網路環境的討論與其反思能力的關係;以及分析職前教師對結合非同步網路上課方式的態度。本研究以中山大學教育學程中心開設之「班級經營」課程為例,參與對象為修讀該門課的56位職前教師。
本課程規劃除實地教學活動外,另提供網路學習環境-SCTnet工作坊供職前教師進行討論、互動。課程設計包括18週主題探討、訪談實習與資深教師之經驗分享、作業單的書寫、課堂小組活動與網路平台的議題討論等一系列的學習活動,期藉此融合理論與實務觀點之課程內容,協助職前教師學習班級經營,以培養其未來任教的能力。
本研究採質化方法,資料蒐集包括作業單、討論區意見、訪談並輔以問卷調查職前教師的學習意見,以文件分析法剖析職前教師作業單與討論區回應對班級經營知能之相關理解與反思情況。研究結果有以下幾點:(一)職前教師對班級經營內容的理解隨著課程教授、作業單的書寫,由不了解、模糊而逐漸清晰、具體,由矇懂到具像,是一漸進歷程;(二)工作坊討論區主動發言者之變化:初由教學者引導發言,而後職前教師漸主動發起議題,且經由對話過程逐漸形朔班級經營的理解;(三)囿於實際經驗的缺乏,職前教師作業單的反省思考層次,超過半數停滯在非反省思考層次;(四)職前教師學習投入程度與資訊使用習慣影響討論區回應人數與回應深度,並隨討論主題不同,而有不同層次的反省思考;(五)職前教師對課程安排與授課方式普遍持滿意態度。依據研究發現,本研究提出對師資培育課程、職前教師省思能力的培養與研究上的若干建議。

Abstract
The purpose of this research will be (1) to explore the preservice teachers’ understanding of issues in classroom management; (2) to investigate the impact of asynchronous online discussion on preservice teachers’ learning about classroom management; (3) to investigate the relationship between preservice teachers’ reflections, worksheet and asynchronous online discussions; (4) to analyze preservice teachers’ opinions about incorporating asynchronous network system into their classroom and teaching. The participants of this study come from 56 preservice teachers taking Classroom Management Course in NSYSU Teacher Education Program.
The Classroom Management Course requires teaching practicum as well as encourages preservice teachers to participate in SCTnet, which is an online professional community for teachers. They can interact, discuss and share experiences online. This 18-week course includes a series of activities such as seminar discussion, interviewing intern and expert teachers, assignment, small group activities in the classroom and asynchronous online discussion. The course aims to integrate theory and practice and to develop preservice teachers’ professional competences in teaching and their classroom management skills.
Qualitative research methods were implemented to conduct these studies. The data collection includes assignments, comments of asynchronous discussion board, interviews and questionnaires. Document analysis is used to explore preservice teachers’ interpretation of classroom management knowledge and reflection. This study reaches the following five conclusions: 1. It is a progressive process that preservice teachers understand classroom management issues with the help of course instructor and assignments. 2.The course instructor initiated and leaded discussions in asynchronous discussion board. As time goes by, preservice teachers can actively propose issues for discussion and make statements. Through dialogues, preservice teachers better understand classroom management issues. 3. Due to the lack of practical experiences in teaching, there are over 50% of preservice teachers whose reflection of assignment stagnates no-reflection level. 4. Preservice teachers’ reflection level is influenced by their involvement level in learning, information use behavior and the types of discussion topics in asynchronous discussion board. 5. Most preservice teachers feel satisfied with Classroom Management course and the instructor’s teaching method. In addition, based on the above conclusions, the author proposes recommendations on teacher education curriculum, preservice teachers’ reflection and issues for future research.

目次 Table of Contents
第一章 緒論 1
第一節 問題背景與研究動機 1
第二節 研究目的與研究問題 3
第三節 名詞釋義 4
第二章 文獻探討 6
第一節 班級經營 6
第二節 網路科技與教師專業發展 9
第三節 反思 13
第三章 研究設計與實施 30
第一節 研究架構與程序 30
第二節 研究設計 32
第三節 研究情境 35
第四節 研究參與者 37
第五節 研究資料整理分析與效度 40
第四章 研究結果與討論 43
第一節 「班級經營」停、看、聽 43
第二節 「班級經營」的省思 66
第三節 再看看「班級經營」 87
第五章 結論與建議 100
第一節 結論 100
第二節 建議 105
參考文獻 111
一、中文部分 111
二、西文部分 112
附錄一 作業單 115
附錄二 說明暨同意書 125
附錄四 訪談大綱 130
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