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題 名 | 教學自主權遇學習權之專業溝通省思=The Professional Reflection on the Communication Anecdotes When Teaching Autonomy Meet Learning Authority |
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作 者 | 黃意舒; 柯谷蘭; 鍾緒蕙; 江櫻嬌; 陳崑玉; 劉美娥; | 書刊名 | 臺灣教師專業發展學會學刊 |
卷 期 | 1 2012.01[民101.01] |
頁 次 | 頁55-86 |
分類號 | 522.2 |
關鍵詞 | 教育權; 學習權; 教學自主; 溝通訊息; 專業省思; Teaching autonomy; Education authority; Learning authority; Communicative message; Professional reflection; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究背景為關心臺灣學校情境中的溝通經常發生摩擦與爭議而影響學生的學習權,本研究目的為探討教師教學自主權、家長教育權、學生學習權之間溝通的重要架構。研究方法為訪談幼稚園、小學及中學的五位資歷豐富之機構領導者陳述職場溝通軼事,以焦點座談分析這些溝通事件,依教學自主溝通內容分為「實務知識支持訊息」、「在不規則的情境下找到相關訊息」、「學生的學習訊息交流」,而訊息交流溝通關係歸類為:訊息選擇、訊息解釋、訊息默契,並依內容及關係之一致與否來區分為和諧溝通或摩擦溝通,同時檢討溝通事件對學生之學習權所形成的影響。結論如下:一、溝通內容與溝通關係和諧對學生學習權有正面影響。二、溝通內容與溝通關係摩擦對學生學習權有負面影響。三、提出幼稚園、小學、中學之教師在三種教學自主內容下三種訊息交流關係的溝通參考指標。 研究建議如下: 1.教師的理性分析可以釐清現象面的混亂。 2.表格可以提供教育工作者省思自己的教學自主,以增進溝通效能。 |
英文摘要 | This research was concerned about the fricative and eristic communication happened in educational situations in Taiwan schools. The purpose was to explore the frame to explain how the authorities, such as the teaching autonomy, parenting authority, and learning authority, could communicate to guarantee students’ learning. The researchers had developed the forms to analyze the interview data from the 5 expert educators’ reflection on the memory of their educational communication anecdotes. The researchers had classified the data by forms to examine the message types which were selected by their communication contents and the massage interaction relationships. The contents were defined by teaching autonomy and divided into 3 types: “practical knowledge supported massages”, “searched out the key messages in the ambiguous”, and “interacted for the students’ learning”. The massage interaction relationships were also divides into 3 types: messages’ choices, messages’ explanations, and massages’ common views. According to their effects, the researchers discriminated the communication situations into two different types: harmonic or frictional, and examined what learning problems could occur in different communication situations. The conclusions of this research were as follows: 1.When people communicated from the different authorities, the harmonic process of messages’ interaction could benefit students’ learning, and the frictional process of messages’ interaction could harm students’ learning. 2.This research had concluded the conversational standards indicators to frame the meaningful communication. The suggestions of this research were as follows: 1. Teachers’ rational analyses of the conversation phenomenon could classify the communication ambiguity. 2. The analysis forms could be applied as the tools to help reflect the educators’ teaching autonomy to improve the communication effects. |
本系統中英文摘要資訊取自各篇刊載內容。