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題 名 | Selected Clinical Supervision Techniques for Teaching and Learning--A Case Study in a Business English Class=選擇性課堂臨床觀察督導技巧法在教與學上之應用--以商用英文課程為例 |
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作 者 | 吳景龍; | 書刊名 | 中臺學報 |
卷 期 | 17:2 民94.12 |
頁 次 | 頁13-29 |
分類號 | 524.38051 |
關鍵詞 | 臨床督察; 綜合觀察; 逐字選擇; 互動分析; 正向鼓勵; Clinical supervision; Global scan; Selective verbatim; Interaction analysis; Positive encouragement; |
語 文 | 英文(English) |
中文摘要 | 課堂臨床觀察督導技巧,對教師們的專業教學態度,及提升教師在教室中的表現,佔有很重要的成敗因素。也就是說,臨床觀察督導技巧是與教師教學相關的一種特有的程序、策略、與類型。它不只是要幫助教師們了解在教室中對課程及學生所做的一切,同時也提供了我們一個明確的資料分析,去找出對課程最好的教學方式,來更進一步的達到教與學的雙贏目的。本研究中使用三種不同的臨床觀察督導計巧。綜合觀察(Global scan)提供給我們一個課堂活動的綜合檢視。逐字選擇(Selective verbatim)給於教師在課堂上關於學生與教師間言語往來的互動上,提供一種客觀及非評判式的紀錄。互動分析(Interaction analysis)在言語互動及課堂進行程序這兩個類別上來進行課堂觀察。教師對學生的正向鼓勵、稱讚、及回饋則提供了學生學習的興趣。藉由問題的詢問,來刺激學生,並達到預期學習的效果以建立一種雙向學習的管道是我們在每一個課堂上必須做到的。如果我們要學生能流利的使用英語,則必須在英語的課堂上提供更多聽、說、讀、寫的機會。在使用適當的教學方法及沒有壓力的學習環境之下,學生可以更快及更好的學習。而本研究就是以這三種方法為例,針對英語課程來對教學上作資料的蒐集及探討,以自我檢測教師及學生之間的課堂互動,進而找出有效之教學法及互動方式來幫助教師及學生的雙贏教與學。 |
英文摘要 | Acheson and Gall (1992) stated that clinical supervision had as its goal the professional development of teachers, with emphasis on improving teachers’ classroom performance. That is, clinical supervision in a process, a strategy, a distinctive style of relating to teachers. Clinical supervision not only helps teachers to know what they have done at the class, but also provides us a clear data analysis to seek the best teaching method and also benefit to the teaching and learning too. Three supervision techniques are used in this study. Global scan provides us a through examination for classroom activities. Selective verbatim has several advantages of providing teachers with a selective transcript focuses their attention on what they say to students or on what students say to them, comparing to teachers’ attention on just a few verbal behaviors, and providing an objective, non-judgmental record of the teacher’s behavior. Interaction analysis has two principal features of verbal interaction categories and procedures for using the categories to make classroom observation. Positive encouragement, praises, and feedback to the students give students learning interests. Asking questions to students in order to stimulate their learning interests and reach the intended learning outcomes and create two-way-learning channels should be conducted in each language learning class. If we want our students to master the four skills of language, we need to provide them as many listening, speaking, reading, and writing opportunities as possible. With a no-pressure-learning environment, and suitable methods of teaching techniques, students can learn faster and better. This is the study for us to self-examine how we perform in the class and how students feel about the interaction between two parties and reach the ways and means of win-win teaching and learning. |
本系統中英文摘要資訊取自各篇刊載內容。