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題名 | 教學行動研究對中學教師教學省思影響之研究=The Impact of Teaching Action Research on Secondary Teachers' Teaching Reflection |
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作者姓名(中文) | 張德銳; 李俊達; | 書刊名 | 教育研究與發展期刊 |
卷期 | 7:1 2011.03[民100.03] |
頁次 | 頁151-178 |
專輯 | 教師培育與專業發展 |
分類號 | 524.3 |
關鍵詞 | 行動研究; 教學省思; 中學教師; Action research; Reflection in teaching; Secondary school teacher; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討教學行動研究對中學教師教學省思之影響。研究採取準實驗研究設計,對象為116位中學教師,實驗組與控制組各為58位,實驗組參與教學行動研究工作坊並實作,控制組則否。研究過程中採用教師教學省思量表,測量兩組教師教學省思變化情形,所得資料採單因子共變數進行比較分析。此外,從實驗組中抽取15位教師進行訪談,對照問卷所得資料,以了解教學行動研究對教師教學省思之影響。研究顯示:(1)中學教師教學省思居於中高程度;(2)實驗組教師的教學省思策略與整體教學省思,因行動研究而有顯著進步;(3)實驗組教師的教學省思態度及內容,行動研究之後雖有進步,但未達顯著。訪談結果可與量表得分情形對照互補。研究者最後根據研究結果提出建議,作為相關單位及後續研究的參考。 |
英文摘要 | The aim of this study is to examine the effect of action research on secondary school teachers’ reflection in teaching. Quasi-experimental method was used in the study. A total of 116 secondary school teachers participated in the research, with 58 in the experiment group and the other 58 in the control group. Semi-structured interviews with 15 teachers from the experiment group were also conducted to collect information on their perception toward the effect of action research in their teaching. This study concludes that: (1) secondary school teachers’ ability to reflect on their teaching is moderately high; (2) action research makes a positive significant difference in the teachers’ overall reflection and reflection strategies; and (3) although there are some improvements in the teachers’ reflection attitude and reflection content, the difference is not significant. The results of the semi-structural interviews support the statistical findings. Suggestions are made to provide reference and directions for further research. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。