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    Title: 「翻轉」或「翻船」？ 影響臺灣教師行動者的機會結構、世代與文化(第二次期中報告)
    Authors: 李淑菁
    Lee, Shu-Ching
    Contributors: 教育系
    Keywords: 翻轉教育；教師；世代；多元文化 
    flipping education； teacher； generation； multiculturalism 
    Date: 2021-07
    Issue Date: 2021-06-08 15:12:44 (UTC+8)
    Abstract: 在1990年代第一波教改行動之後，20年後新一波由下而上的翻轉教育正在改變臺灣教育現場圖像。隨著第一波教改對教育的鬆綁解構、九年一貫課程改革、108課程綱要、佐藤學學習共同體風潮、芬蘭教育、美國的翻轉教室等國際趨勢，加上網路媒體的興起等，特別是教師社群團體的構連，如何鋪陳第二波教改翻轉教育的可能性？兩波教改之間有何關聯性？翻轉教育如何開始？何時開始？媒體、國家(state)、民間機構、教育學者等在其中的角色為何？「翻轉教室」中的「翻轉」(flipped)這詞彙一開始如何被稼接到臺灣教育脈絡？本研究橫跨世代、文化與二十多年來歷史長河的縱深脈絡，更是目前翻轉教育相關研究尚未觸及到的重要面向，共分為四個層次：第一為歷史研究、第二為教師研究、第三為學校文化與政治研究，最後拉回到政策的層次、理論化與再概念化。 本研究結合鉅觀(macro-)、中觀(meso-level) 與微觀(micro-)層次，嘗試從機會結構、脈絡、世代與多元文化的觀點，理解翻轉教育教師行動者的美麗與哀愁，也藉此呈現出學校政治、社會與文化結構的限制與可能的出口，最後回頭重新檢視「翻轉」的意義，並提出政策建議。該基礎導向應用與在地行動的研究計劃，其重點與目的可歸納為以下四點： (一) 爬梳並比較兩次教育改革運動的歷史脈絡、教改行動者的背景差異、機會結構、內涵，以及意義上的差異，及其關聯性。 (二) 理解學校中不同世代的教師如何感受新一波的翻轉教育改革？如何實踐？為什麼？時代、世代、文化的背景脈絡對於翻轉思維與行動的影響為何？透過自傳式訪談與文件分析，也嘗試從改變中的社會結構與個人能動性的關係，理解不同世代教師行動者在過程中，開始觸發其改變的原因、思維、歷史背景、社會文化脈絡與機會結構。 (三) 從前述大結構面向與個體的關係，慢慢拉近到學校，即一個介於微觀與鉅觀之間的中觀層次。嘗試理解不同世代的一般教師翻轉過程中的助力、阻力、學校文化與政治脈絡在其中角色等，以及性別、階級與族群文化因素在其中的作用。 (四) 試圖描述勾勒出未來翻轉行動教師能夠成功的要素，並釐清與再概念化臺灣「翻轉教育」的在地模式與做法，最後提出政策建議。 
    After the first wave educational reform in the 1990s, the new wave of ‘flipping education’ has been emerging from the bottom in Taiwan in a couple of years. Following the trend of de-regulation and destruction in the first wave, we see more educational policy revolutions for the past 20 years; for instance, Curriculum Reform in 2000, 108 Curriculum Outlines, airing with some international influences from Japan, Finland, and the U.S. Apart from the rise of social media, which enable and enhance the networking of teacher activists from different locations and areas, I wonder how the state, media, and educational scholars engage with this current flipping reform? How was the term ‘flipped classroom’, originating from the U.S., being re-contextualized in Taiwan? This research, spanning history of generations and cultures, attempts to depict the beauty and sorrow of teacher activists/actors in Taiwan in the process of ‘flipping’ education reform, and to demonstrate the constrains from school politics and cultures, as well as the possibilities of change. In sum, the proposal aims to: 1. Clarify and compare the historical contexts, opportunity structures, manifestation, and association of two educational reforms; 2. Explore how teacher activists of different generations and cultures feel and practice educational ‘flipping’ reform. Through biographical interview, the researcher tries to investigate the meso- and macro- level structures, which presumably influence actors’ action. Likewise, how the personal agency contributes to the changing structures of school and society; 3. Examine how gender, class, and ethnicity work in varied school cultures within the changing context of educational reform, and also in the networking of insider reformers; 4. Depict the elements that enable teachers to successfully ‘flip’, and then theoretically develop and re-conceptualize ‘flipping education’ from conversations between theories and grounded data. 
    Relation: 科技部, MOST107-2628-H004-001-MY3, 10908-11007
    Data Type: report
    Appears in Collections:[Department of Education] NSC Projects

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