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| Title: | 運用知識翻新原則培養華語文師資生調適型教學設計取向之個案研究
A case study of developing adaptive pedagogical design orientation among TCSL students by using knowledge building principles |
| Authors: | 吳惠萍
Wu, Hui Ping |
| Contributors: | 洪煌堯
吳惠萍
Wu, Hui Ping |
| Keywords: | 知識翻新原則
華語文師資生
教學設計取向
調適型取向
常規型取向
Knowledge building principles
TCSL students
Instructional design orientation
Adaptation-oriented
Routine-oriented |
| Date: | 2016 |
| Issue Date: | 2017-03-01 17:12:46 (UTC+8) |
| Abstract: | 近來的研究指出，過往以掌握語言知識規則和模仿優秀教學方法的師資培育方式，已不足以應對全球各異的華語文教學體制和環境。未來世界的華語教師應具備在新情境中學習和解決問題的調適性專長。因此，本研究之目的在於運用知識翻新原則以培養更具有調適型教學設計能力的華語文師資生。
本研究採個案研究法，以知識翻新原則設計課程，並以知識論壇平臺作為討論工具，以教案設計、文獻心得、教案互饋等活動，融合知識翻新教育理念，以培養師資生創新取向之教學設計能力。研究歷程中收集之資料包括師資生在知識論壇的貼文內容、教室錄影記錄、訪談的錄音紀錄和教案設計成品，而後採量化與質化分析。研究結果如下：
首先，師資生整體教學設計皆朝向更重視「學生中心」的教學信念發展，調整原先設計的教學方法以翻新教案，著重設計出更能讓學生參與的學習活動。在知識翻新原則的引導下，師資生有更具體的學習表現，例如：(1)他們在文獻心得活動中能更顯著減少理論層面的討論，並進而將理論轉化於華語文教學實務上；(2)教案互饋活動中能提出更多與教學方法有關的程序性問題，而非只是詢問與教案設定細節資訊有關的陳述性問題；(3)教案設計活動則大量減少教師講授活動，實踐精講多練的教學原則。
其次，在師資生教學設計能力的發展上，研究發現師資生若願意嘗試從學習理論找尋方法，突破原先的教學方式，則會朝向兼顧教學創新與效率的調適型(adaptation-oriented)教學設計取向發展。若只憑靠熟悉的教學經驗，忽略學習理論的助力，抗拒改變，則會朝向常規型(routine-oriented)教學設計取向發展，易成為教書匠。另外，缺乏教學經驗的師資生，雖願意嘗試應用各種學習理論，卻因缺乏經驗而無法達到執行效果，則易成為受挫的新手教師(frustrated novice)。
最後，本研究也根據研究結果，再進一步針對知識翻新教育、華語文師資培育單位、華語文教育政策機關提出如何培養出具備調適型教學設計取向師資生等三項具體建議。
Recent research indicates that conventional teaching Chinese as a second language (TCSL) teacher education methods that involve mainly mastering language knowledge and teaching skills and imitating model teachers’ teaching methods have become inadequate to cope with the diverse need from culturally different TCSL systems and environments worldwide. Instead, future TCSL teachers should possess more adaptive disposition and expertise in order for learning and solving problems in new situations.
To this end, the purpose of this study is to apply some innovative knowledge building principles to help teacher education students develop more adaptive pedagogical design abilities for TCSL.
A case study method was employed in this study. A set of knowledge building principles was adopted for the pedagogical design in this course, and a Knowledge Forum platform was used for online discussion and feedback. Activities including designing a teaching plan, reflecting on literature reading, and providing peer feedback were integrated with knowledge building principles to guide the participating teacher education students to develop more innovation-oriented instructional design abilities. Data collected during the research process included the participants’ discourse content in Knowledge Forum, classroom teaching video records, interview data transcripts, and the teaching plans designed. Quantitative and qualitative analyses were conducted subsequently. The research results are presented as follows.
First, the participating teacher education students’ overall instructional design orientation and their teaching beliefs were both moving towards more student-oriented direction. The participants were able to revise their initial instructional design method in their teaching plans to promote more student participation in learning activities. With the guidance of the knowledge building principles, the teacher education students were able to substantially improve their learning outcomes regarding TCSL teaching. For example, during the literature report activity, they greatly reduced discussion on a theoretical level and were able to better translate theories into TCSL teaching practices. During the teaching plan feedback activity, the participants were able to propose more procedure-oriented questions related to teaching methods rather than just declarative-oriented questions concerning only with details in teaching plans. Finally, during the instructional design activity, the participants were also able to minimize lecture-based teaching activities in order to implement the teaching principle of “teach concisely and practice frequently” for the students.
Second, the results showed that if the participants are willing to make good use of existing learning theories to revise conventional teaching methods, they will be more likely to develop adaptation-oriented instructional designs that highlight both teaching innovation and efficiency. In contrast, if the participants rely merely on their acquainted teaching experiences and ignore the potential support availed by learning theories, their resistance to change can lead them to adopting more routine-oriented pedagogical designs. Moreover, for those participants who lack teaching experience, although they are willing to apply various learning theories in practice, they typically cannot reach the desired teaching effectiveness and as a result, they become frustrated easily.
Based on these research results, suggestions were made regarding how to better cultivate teacher education students’ adaptive pedagogical design abilities for knowledge building education, TCSL teacher training departments, and TCSL education policy departments. |
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| Description: | 博士
國立政治大學
華語文教學博士學位學程
100160502 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G1001605021 |
| Data Type: | thesis |
| Appears in Collections: | [華語文教學博／碩士學位學程] 學位論文
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