政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/142672

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政大機構典藏 > 外國語文學院 > 英語教學碩士在職專班 > 學位論文 > Item 140.119/142672

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题名:	從話劇形式的專案導向活動中探討學習者自主: 一所國際學校之個案研究 Learner Agency in a Playlet Contest as Project-based Learning: A Case Study in an International School
作者:	李敬亭 Lee, Chin-Ting
贡献者:	招靜琪 Chao, Chin-chi 李敬亭 Lee, Chin-Ting
关键词:	專案導向活動學習者自主話劇教育國際學校 Project-based learning Learner agency International school
日期:	2022
上传时间:	2022-12-02 15:24:50 (UTC+8)
摘要:	專案導向活動在過去30年中，一向被認定能夠帶動學習者為中心的學習，並能激發學習者自主，但是至今少有研究注意老師跟學生如何合作一起完成專案。本文以質性個案研究方法，聚焦於一所國際學校，多年來固定舉行的話劇形式的專案導向活動。資料來源為2020-2021那一年的專案，包括活動編排、課程設計、老師的課程紀錄、老師及學生訪問等。經由學習者自主之理論框架與關鍵事件分析，探討這個專案導向活動中的學習者自主與師生合作。研究發現，此專案導向活動，因為歷時過久，讓老師和學生對於活動所需要的熱誠及態度產生落差，學生也多有抗拒。在這種情況下，一位同學默默地擔任學生及老師間的橋樑，讓專案導向活動得以順利完成。根據此個案，本研究建議學校，面對長期舉辦的專案導向活動，可能需要重新檢視活動原本的學習目的，讓師生都明白其用意，或考慮提出新活動，激發老師和學生的興趣與熱情。此外，一場話劇的完成，老師及學生之間的合作可啟發學習者自主。因話劇準備老師跟學生都需費上很多時間跟心力，教師們在挑選學生領導者之前，可多觀察學生之間的互動再來篩選。 Project-based learning (PBL) has been a popular and successful way to provide student-centered learning and create learner autonomy for over three decades. However, there is little emphasis and deep dive into the collaboration that occurs between the students and the teacher in PBL. This case study contextualized a project-based learning (PBL) experience of a teacher with her students in a playlet writing contest, held at an international school in northern Taiwan in the school year 2020 - 2021. Using a qualitative, case study approach, data was collected through teaching logs, teaching materials, and interviews with the students. Through the theoretical frameworks of learner agency and a critical events analysis, the results indicated that gaps in student and teacher understanding of PBL meant there were initial signs of resistance. Two themes that emerged from this study were: (1) how a long-standing PBL creates gaps in teacher and student perceptions of the end goal and overall activity, a student who takes initiative thus builds a bridge between the teachers and students for the project to be completed successfully, and (2) how student-teacher collaboration can foster learner agency and a community of practice.
參考文獻:	Beckett, G.H. & Slater, T, (2005). The project framework: A tool for language, content, and skills integration. ELT Journal, 59(2): 108-116. Beckett, G.H. (2006). Project-based second and foreign language education: Theory, research and practice. In G.H. Beckett & P.C. Miller (Eds.), Project based second and foreign language education (pp. 3-16). Information Age Publishing. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2): 39-43. Buck Institute of Education (n.d.). What is project-based learning (PBL)?. PBL Works. https://www.pblworks.org/what-is-pbl Chandler, P.D. (2014, September 30 - October 3). The impact of long-term ICT projects on student attitudes and capabilities. [Paper presentation]. Proceedings of ACEC 2014: Australian Computers in Education Conference: Now It’s Personal (pp. 87-97). Adelaide, Australia. Charteris, J. (2014). Learner agency, dispositionality and the New Zealand curriculum key competencies. 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Project-based learning in post-secondary education - Theory, practice and rubber sling shots. Higher Education, 51(2): 287-314. Hood, M. (2009). Case study. In J. Heighham & R.A. Croker (Eds.), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 66-90). Hung, C-M., Hwang, G-J., Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology and Society, 15(4): 368-379 LaPrad, J.G. & Hyde, A.M. (2017). IDEAS: A qualitative inquiry into project-based learning, The Qualitative Report, 22(2): 479-498. Lee, D. Huh, Y. & Reigeluth, C.M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43(5): 561-590. Lin, Z. (2013). Capitalizing on learner agency and group work in learning writing in English as a foreign language. TESOL Journal, 4(4): 633-654. Liu, Q. & Chao, C. (2017). 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Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 107-118). Cambridge University Press. Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G.H. Miller & P.C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19-40). Information Age Publishing. van Lier, L. (2008). Agency in the classroom. In Lantolf, J.P. and Poehner, M.E. (eds.), Sociocultural theory and the teaching of second languages (pp. 163-186). Equinox. Wang, N., Chen, J., Tai, M., Zhang, J. (2021). Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34(3): 297-323 Webster, L. & Mertova, P. (2007). A critical events approach to narrative. An introduction to using critical event narrative analysis in research on learning and teaching (pp. 71-88). Routledge. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, Yamada, H. (2019). An implementation of project-based learning in an EFL context: Japanese students’ and teachers’ perceptions regarding team learning, TESOL Journal, 12(1): 1-16. Zhao, K., Du, X. & Tan, H. (2021). Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca. Language, Culture, and Curriculum, DOI: 10.1080/07908318.2020.1858094
描述:	碩士國立政治大學英語教學碩士在職專班 108951001
資料來源:	http://thesis.lib.nccu.edu.tw/record/#G0108951001
数据类型:	thesis
DOI:	10.6814/NCCU202201694
显示于类别:	[英語教學碩士在職專班] 學位論文

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