“行动—反思”教学模式下台湾D大学小学教育实习课程实施研究

发布时间：2018-03-17 23:31

本文选题：个案研究　切入点：“行动—反思”教学模式　出处：《东北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：教育实习课程是使师范生统整理论与实践的课程,在师范教育中占有重要地位,它的实施是师范教育一直关注的焦点。本研究旨在探究台湾D大学“行动—反思”教学模式下小学教育实习课程的实施,即对课程实施的背景、过程及实效性进行探究。导论部分主要阐述本研究的背景,包括台湾地区教师教育的现状,教育实习课程实施现状及对其实施研究的必要性,和研究目的与意义。第一章,分别从“行动—反思”、“行动反思”教学的内涵,实习学生的行动反思学习,“行动—反思”教学与反思的机制,“行动—反思”的应用四个维度对相关研究进行综述,结合研究目的,确立研究问题。第二章,研究设计与方法。本研究以质化研究为取向,主要采用个案研究法,以立意取样的方式选取该大学花师教育学院课程系开设于2015—2016学年秋季学期小学教育实习课程作为本研究的个案。选取参与该课程的实习指导教师2位、实习辅导教师5位及其中的两个实习小组所包括的9位实习学生作为研究对象。通过访谈、观察、文本分析对“行动—反思”教学模式下小学教育实习课程实施的背景、过程及实效性的相关资料进行收集,借助Nvivo10质性分析软件对资料进行类属分析与归纳得出研究结果,采用“三角检验法”对研究结果进行检验以确保研究的效度,制定研究伦理的注意事项。第三章,先阐释台湾D大学选择将“行动—反思”教学模式引入到教育实习课程的原因,再根据《课程实施要点》呈现台湾地区小学教育实习课程的体系,剖析各个阶段教育实习课程的联系与区别,对该模式下教育实习课程设计的理念、标准、目标进行梳理。第四章,先通过对访谈与观察记录的整理呈现该课程实施的准备和行动阶段。再通过对访谈、观察记录与文本从学生的学习成效及学习体验两个维度呈现、分析课程实施的实效性。其中学习成效包括教学知识、教学技能和反思能力方面的成效,学习体验包括认知体验和情感体验。第五章,研究发现“行动—反思”教学有助于实习学生对教学知识的掌握、教学技能的获得及反思能力的培养,同时也能协助化解实习学生在实习过程中常有的挫折感,使学生学习时保持比较正向的情绪,获得正面的学习体验。据此可判定“行动—反思”教学模式下小学教育实习课程实施的过程较为流畅,实习学生的行动、学习和反思得到了有效的落实,使得该课程实施的实效性较高。但在此过程中仍存在:实习小组缺乏凝聚力,实习学生缺乏横向反思能力,反思报告增添了实习学生课业负荷等问题。针对上述问题,研究者提出了加强横向反思训练、加强行动学习团体运作训练的策略及变化反思形式的建议。
[Abstract]:The educational practice course is the course which makes the normal school students integrate the theory and practice, and plays an important role in the normal education. Its implementation is the focus of normal education all the time. The purpose of this study is to explore the implementation of the primary school education practice curriculum under the "Action-Reflection" teaching mode in Taiwan's D University, that is, the background of the implementation of the curriculum. The introduction mainly describes the background of this study, including the current situation of teacher education in Taiwan, the status quo of the implementation of educational practice curriculum and the necessity of its implementation research, as well as the purpose and significance of the research. This paper summarizes the relevant studies from the four dimensions of "action-reflection", "action reflection" teaching, practice students' action reflection learning, "action-reflection" teaching and the mechanism of reflection, and the application of action-reflection. In the second chapter, the research design and methods are established. This study is oriented towards qualitative research, and mainly adopts case study method. In this study, we selected the primary education practice course in the fall semester of the academic year 2015-2016 as the case study, and selected 2 intern instructors who participated in the course, which were conducted in the fall semester of the academic year 2015-2016. Through interviews, observations, text analysis, the background of the implementation of the primary school teaching practice course under the "Action-Reflection" teaching model is analyzed, which includes 5 intern teachers and 9 intern students included in the two internship groups. The related data of process and effectiveness were collected, the data were analyzed and concluded by Nvivo10 qualitative analysis software, and the results were tested by "triangle test" to ensure the validity of the study. The third chapter explains the reasons why Taiwan D University chose to introduce the "Action-Reflection" teaching model into the educational practice course. According to the main points of Curriculum implementation, this paper presents the system of elementary school education practice curriculum in Taiwan, analyzes the relationship and difference between different stages of education practice curriculum, and gives the idea and standard of educational practice curriculum design under this model. Chapter 4th presents the preparation and action stage of the course through the collation of interview and observation records. Then through the interview, observation record and text are presented from the two dimensions of students' learning effect and learning experience. Analysis of the effectiveness of the implementation of the curriculum. Among them, the effectiveness of learning includes teaching knowledge, teaching skills and reflective ability, learning experience includes cognitive experience and emotional experience. 5th chapter, The study found that "Action-Reflections" teaching can help the students master the teaching knowledge, acquire the teaching skills and cultivate the reflective ability, and it can also help to resolve the frustration of the intern students in the process of practice. According to the positive emotion and positive learning experience, it can be judged that the practice course of primary school education in the mode of "Action-Reflection" is more smooth, and the action of the student can be determined. Learning and reflection have been effectively implemented, which makes the implementation of the course more effective. However, in this process, there is still a lack of cohesion in practice groups, lack of horizontal reflection ability of intern students, In view of the above problems, the researchers put forward some suggestions for strengthening the training of lateral reflection, strengthening the training of group operation of action learning and changing the form of reflection.
【学位授予单位】：东北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G652.4;G62-4

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