本文選題：個案研究　切入點：“行動—反思”教學模式　出處：《東北師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：教育實習課程是使師范生統(tǒng)整理論與實踐的課程,在師范教育中占有重要地位,它的實施是師范教育一直關注的焦點。本研究旨在探究臺灣D大學“行動—反思”教學模式下小學教育實習課程的實施,即對課程實施的背景、過程及實效性進行探究。導論部分主要闡述本研究的背景,包括臺灣地區(qū)教師教育的現(xiàn)狀,教育實習課程實施現(xiàn)狀及對其實施研究的必要性,和研究目的與意義。第一章,分別從“行動—反思”、“行動反思”教學的內涵,實習學生的行動反思學習,“行動—反思”教學與反思的機制,“行動—反思”的應用四個維度對相關研究進行綜述,結合研究目的,確立研究問題。第二章,研究設計與方法。本研究以質化研究為取向,主要采用個案研究法,以立意取樣的方式選取該大學花師教育學院課程系開設于2015—2016學年秋季學期小學教育實習課程作為本研究的個案。選取參與該課程的實習指導教師2位、實習輔導教師5位及其中的兩個實習小組所包括的9位實習學生作為研究對象。通過訪談、觀察、文本分析對“行動—反思”教學模式下小學教育實習課程實施的背景、過程及實效性的相關資料進行收集,借助Nvivo10質性分析軟件對資料進行類屬分析與歸納得出研究結果,采用“三角檢驗法”對研究結果進行檢驗以確保研究的效度,制定研究倫理的注意事項。第三章,先闡釋臺灣D大學選擇將“行動—反思”教學模式引入到教育實習課程的原因,再根據(jù)《課程實施要點》呈現(xiàn)臺灣地區(qū)小學教育實習課程的體系,剖析各個階段教育實習課程的聯(lián)系與區(qū)別,對該模式下教育實習課程設計的理念、標準、目標進行梳理。第四章,先通過對訪談與觀察記錄的整理呈現(xiàn)該課程實施的準備和行動階段。再通過對訪談、觀察記錄與文本從學生的學習成效及學習體驗兩個維度呈現(xiàn)、分析課程實施的實效性。其中學習成效包括教學知識、教學技能和反思能力方面的成效,學習體驗包括認知體驗和情感體驗。第五章,研究發(fā)現(xiàn)“行動—反思”教學有助于實習學生對教學知識的掌握、教學技能的獲得及反思能力的培養(yǎng),同時也能協(xié)助化解實習學生在實習過程中常有的挫折感,使學生學習時保持比較正向的情緒,獲得正面的學習體驗。據(jù)此可判定“行動—反思”教學模式下小學教育實習課程實施的過程較為流暢,實習學生的行動、學習和反思得到了有效的落實,使得該課程實施的實效性較高。但在此過程中仍存在:實習小組缺乏凝聚力,實習學生缺乏橫向反思能力,反思報告增添了實習學生課業(yè)負荷等問題。針對上述問題,研究者提出了加強橫向反思訓練、加強行動學習團體運作訓練的策略及變化反思形式的建議。
[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.
【學位授予單位】：東北師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G652.4;G62-4

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