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Title:	由八位大專院校英語老師的經驗初探創新與創意教學的象限
Other Titles:	Dimensions of Innovation and Creativity in TESOL: Views in Eight Teachers from Taiwanese Higher Education
Authors:	招靜琪 Chao, Chin-Chi
Contributors:	英文系
Keywords:	英語教學創新與創意;電腦輔助語言教學的社會文化議題;大學英語教師 creativity and innovations in TESOL;sociocultural perspectives in CALL;university language teachers
Date:	2009.09
Issue Date:	2014-03-28 10:35:09 (UTC+8)
Abstract:	本研究旨在經由八位大專院校中外籍老師的自我與團體省思本研究旨在經由八位大專院校中外籍老師的自我與團體省思, 初步探索英語教師創新與創意教學的各種考量面向. 方法上遵循質性研究傳統, 以深度訪談、敘事、與團體討論的方式蒐集資料. 我們首先在訪談中邀請八位中外籍英語老師各自談談自己在教室中進行的教學創意. 然後在2008年十月份的一場創意教學研討會中, 聚集所有成員共同發表, 老師們分別以圖片影像呈現自己的創意教學實景. 研討會前後並有充分的時間討論為什麼在課堂上要這樣做, 並提出對外語教學創意的定義. 各方資訊綜合分析結果顯示這八位大學英文老師的創意活動有一些共同的特質：首先是企圖打破教室的範圍限制, 各自帶入真實的語言使用環境與感受. 活動架構與師生角色基本上是由老師為中心慢慢轉為學生中心, 且皆以鼓勵學習者自主為重要目標. 其中所遭遇到的挑戰則包括科技工具與支援團隊的不足. 其次, 雖是從事創意教學, 老師們其實也非常在意學習成效, 私下有時難免自我懷疑與掙扎. 還有面對學生對功課太多的反抗心態, 老師們希望能夠找到更好的應對方式. 由八位老師看這個時代這個環境的創意外語教學, 結論是科技豐富了教學, 但過程中發揮的職業價值與學習樂趣似乎才是吸引這幾位老師們投入創意教學的主因, 也就是說創意教學並不只是在教學策略的層次發揮, 也不只是為了將科技融入教學, 其中有更多更深入的專業考量, 值得後續作研究與探索. 初步探索英語教師創新與創意教學的各種考量面向. 方法上遵循質性研究傳統, 以深度訪談、敘事、與團體討論的方式蒐集資料. 我們首先在訪談中邀請八位中外籍英語老師各自談談自己在教室中進行的教學創意. 然後在2008年十月份的一場創意教學研討會中, 聚集所有成員共同發表, 老師們分別以圖片影像呈現自己的創意教學實景. 研討會前後並有充分的時間討論為什麼在課堂上要這樣做, 並提出對外語教學創意的定義. 各方資訊綜合分析結果顯示這八位大學英文老師的創意活動有一些共同的特質：首先是企圖打破教室的範圍限制, 各自帶入真實的語言使用環境與感受. 活動架構與師生角色基本上是由老師為中心慢慢轉為學生中心, 且皆以鼓勵學習者自主為重要目標. 其中所遭遇到的挑戰則包括科技工具與支援團隊的不足. 其次, 雖是從事創意教學, 老師們其實也非常在意學習成效, 私下有時難免自我懷疑與掙扎. 還有面對學生對功課太多的反抗心態, 老師們希望能夠找到更好的應對方式. 由八位老師看這個時代這個環境的創意外語教學, 結論是科技豐富了教學, 但過程中發揮的職業價值與學習樂趣似乎才是吸引這幾位老師們投入創意教學的主因, 也就是說創意教學並不只是在教學策略的層次發揮, 也不只是為了將科技融入教學, 其中有更多更深入的專業考量, 值得後續作研究與探索. This qualitative study explores dimensions of creative foreign language teaching through collaborative inquiry of a group of eight experienced EFL instructors from Taiwanese higher education system. Data collection methods included interviews, narratives, and group discussions. A symposium and group presentation at a creative education conference in October 2008 also constituted a part of the collaborative effort to clarify what the teachers thought about innovation and creativity in teaching as they reflected on what they did in the language classroom and why they did it. The results showed that the teachers` innovations could be characterized by an attempt to break down the classroom walls in order to let in authenticity by applying both structural and role changes, by moving from teacher-centeredness to learner-centeredness, and by encouraging learner autonomy. The challenges the teachers experienced included insufficient technological accessibility and support, concerns about language learning gains, and needing better ways to handle students` resistance. Based on the eight teachers` experiences, creative practices reflected the teachers` identities and involved situated negotiations between the teachers, learners, and the social context. It also provided learning opportunities that could sustain both teachers` and learners` interest. Suggestions for future research and teacher professional development are provided
Relation:	English Teaching and Learning,33(3) , 147-181
Data Type:	article
Appears in Collections:	[Department of English] Periodical Articles

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